Annual Reporting 2015 : Resource Base to Support Learning by Hagley College

Annual Performance Report 2014-2015 Resource Base

Contents Enrolment 01 Information Technology 21 Financial Planning 35

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Enrolment

Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................... 3 PRIMARY GOAL .................................................................................................................................................................................................................................................................................... 3 STUDENT ENROLMENT 2015 ............................................................................................................................................................................................................................................................. 3 Year 11 Graduating College ................................................................................................................................................................................................................................................................ 4 Year 10-‐13 Enrolment ........................................................................................................................................................................................................................................................................ 5 Open Enrolment Days ........................................................................................................................................................................................................................................................................ 6 Number of Students Enrolling ............................................................................................................................................................................................................................................................ 7 After 3 ................................................................................................................................................................................................................................................................................................ 8

INTERNATIONAL STUDENTS .............................................................................................................................................................................................................................................................. 9 ENROL .................................................................................................................................................................................................................................................................................................. 10 SPECIALIST COLLEGE ENROLMENT ................................................................................................................................................................................................................................................. 11 Catch-‐Up College -‐ CUC .................................................................................................................................................................................................................................................................... 11 Certificate in University Preparation -‐ CUP ...................................................................................................................................................................................................................................... 11 Canterbury Summer School ............................................................................................................................................................................................................................................................. 11

EFFECTIVE CUSTOMER SERVICE ...................................................................................................................................................................................................................................................... 11 ROBUST QUALITY SYSTEMS ............................................................................................................................................................................................................................................................. 11 FULL AND ACCURATE ENROLMENT RECORDS ............................................................................................................................................................................................................................. 13 STRONG OPERATIONAL RELATIONSHIPS ...................................................................................................................................................................................................................................... 13 ICT .................................................................................................................................................................................................................................................................................................... 13 Finance ............................................................................................................................................................................................................................................................................................. 13 Marketing ......................................................................................................................................................................................................................................................................................... 15 Learning Support .............................................................................................................................................................................................................................................................................. 15 Programmes ..................................................................................................................................................................................................................................................................................... 15 Student Support ............................................................................................................................................................................................................................................................................... 16

A TEAM OF MULTI-‐SKILLED STAFF .................................................................................................................................................................................................................................................. 16 Kamar ............................................................................................................................................................................................................................................................................................... 17

March 1 Return ............................................................................................................................................................................................................................................................................... 19

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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INTRODUCTION Hagley’s successful future is about organisational renewal and transformation, raising student achievement and building a cohesive network of communities. This successful future is being achieved by teachers making a difference to students’ learning through effective teaching practice; by adapting, where necessary, the management arrangements within the College to better support teaching and learning, and by continuing to develop a strong culture of innovation, collaboration and high expectations of student success. At Hagley we are committed to contributing to a society where all people are given the maximum opportunity to participate in education. Valuing the diversity of our learners and actively meeting their needs is the challenge that confronts us. At Hagley Community College we are constantly working with our community to gain increased and widespread participation in the educational opportunities that the College offers. This is one of the primary roles of marketing. However, this potential interest is only realised when students make a commitment to engage with the College. It is the role of ‘enrolment’ to effectively manage and implement this process and to develop systems to ensure appropriate access to the College is maximised, culminating in the enrolment of the student. The College has a commitment to providing high quality customer service to ensure all potential students are feeling welcome, supported and very satisfied with their interactions with the Enrolment Centre. The Enrolment Centre is also the hub of vital information on students upon which the planning and decision making of other portfolios is based. The Enrolment portfolio reports on Hagley’s ability to implement robust learning infrastructures by supporting the College’s commitment to student access, equity and diversity by effectively enrolling all students into the College.

PRIMARY GOAL The primary goal of the Enrolment portfolio is to support Hagley Community College’s commitment to student access, equity and diversity by effectively enrolling all students into the College. This portfolio has the following key outcomes: • High levels of customer service delivery as measured through satisfaction surveys of Enrolment staff based around the three fundamental customer service features of: showing a willingness to help enrolling students; listening to and understanding students’ needs; and taking responsibility to ensure customer needs are met. • Robust, quality systems to maximise access for potential students and improve efficiency and effectiveness of enrolment provision to all students. • Full and accurate student enrolment records on the database that are completed at the point of entry of every student with any changes being dealt with in a timely and accurate manner. • Strong operational relationships between the key areas of ICT, Finance, Marketing, Programmes, Learning Support and Student Support, to ensure enrolment effectively supports the roles of these portfolios. • A team of multi-‐skilled staff to meet all the requirements of student enrolment for both national and international students.

STUDENT ENROLMENT 2015 The Senior College Open Night -‐ Thursday 4th September 2014 -‐ is the start of the enrolment process for all new students interested in enrolling in the College. Preparation began in Term 3, 2014 for enrolment and re-‐enrolment of students for the following year with enrolment staff sending out the senior prospectus, introduction letters and application forms in preparation for the open night and for the following interviews and enrolments in Term 4. The Senior College Open Night for Year 11-‐13 students (including adults) interested in studying in 2015 was well attended by prospective students and caregivers although there was a general feeling that it was quieter than the previous year. This may have been due to the evening starting and hour earlier (5pm – 8pm) than the previous years (6pm-‐8pm). The extra hour was to ensure there was plenty of opportunity for prospective students to engage with each department and staff. Key Enrolment staff met and greeted prospective students and caregivers, handing out enrolment packs, and answering questions regarding our enrolment processes before directing them to meet with subject teachers to discuss course content and future career planning. Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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On the evening 2 Year 11 and 12 senior applications were received, with appointment times also made for those students requiring testing for accurate course placement. While the number of applications received on the evening was less than last year, this is only the start of the 123 senior applications received before the first Enrolment Day in November. The 14 applications received on the evening would suggest that for some the intention to apply was made before the open evening and the opportunity to link with key staff confirmed that decision. Another opportunity in term 4 to experience what Hagley has to offer was promoted as “A Taste of Hagley”. This was held in the Café and was designed to showcase the many package courses on offer. Unfortunately the evening was not a success as numbers attending were very low. This may in part have been due to the timing of the event as many students had already made their choices for the following year in the previous months. This will be reviewed next year and may be held at a different time. Year 11 Graduating College Designed to reward student success and achievement, the Year 11 Graduating College ensures all students studying at this level have the maximum opportunity to be successful learners. There are pre-‐requisites for entry into the Year 11 Graduating College to ensure students have the necessary self-‐management skills to be studying at this level. The programme is for one year full-‐time study and designed to build students’ learning skills so that they can achieve the Level 1 National Certificate in Educational Achievement and the Hagley Diploma of Learning. All students applying to enter the Year 11 Graduating College are sent guidelines outlining the procedure for enrolment. Once the enrolment application is received, students are required to sit a diagnostic test in English, Maths and Science. Testing days are held each week until the open Enrolment Day, and take each student up to an hour and a half to complete. Enrolment staff organise interviews for caregivers and students with a designated Guidance Counsellor, the Director of Learning Support and the Director of Students. This ensures those students with learning, behavioural or truancy issues are linked immediately to the correct support within the College. Test results once collated are used to plan the student’s programme at the point of interview. Enrolment staff send requests to previous schools for information on behaviour and academic levels .This initiative has proven to be invaluable and is now regularly used in adolescent enrolments. Students are required to provide copies of their latest school report, including attendance. Students’ photos are taken upon arrival for their interview. On completion of the interview caregivers and students are contacted within a two-‐week period to inform them of their enrolment status. All students accepted have 10 days to confirm the placed offered. th The enrolment period for Year 11 students closed on the 17 November with interviewing taking place until the th Year 11 Enrolments end of the month. This was earlier than the previous year, due to the school ending on 5 December. As the 160 process used for enrolling Year 11 students is unique to their level, a decision has been made to no longer interview prospective students on the open Enrolment Days. Students who do come along are able to be tested 120 and then return for a follow up interview. Over 50 students applied to enrol for 2015 and of these, 51 students 95 92 96 80 were accepted to study in 2015. Six students were identified as not having the necessary self-‐management skills 72 required to study at Year 11 and were declined a place. A further five withdrew their applications. Numbers for 40 new Year 11 students were above last year’s level, and for the first time passed the maximum target of 50. 51 40 39 34 Including new and existing Hagley students, there were a total of 146 Year 11 students attending on 3 February 0 2015. Comparisons with previous years are reflected in the corresponding graph. 2012 2013 2014 2015 New Students Current Students The majority of students are from local schools; two are from schools outside of Canterbury and one is from overseas. The table on the following page shows the previous school the new Year 11 students attended.

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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Previous School of New Year 11 Students Avonside Ellesmere Kaiapoi Riccarton

2 1 1 2

Cashmere Hillmorton Linwood Shirley Boys

10 1 6 1

Catholic Cathedral HIllview Mairehau St Bedes

3 1 1 2

Christ’s College Homeschool Middleton Unlimited

1 3 1 1

Christchurch Boys Hornby Papanui Villa Maria

4 4 2 1

Year 10-‐13 Enrolment Re-‐enrolment of current Year 10-‐13 students takes place in Term 3. Once signposting has been completed, students are interviewed by the Director of Learning Support, Director of Students, Deans, Careers, and Guidance Counsellors. This ensures all re-‐enrolling students have an opportunity to discuss and plan their options for the following year and takes at least three weeks to complete. Once the student’s programme has been finalised the information is updated on the school database and new subjects are entered. To ensure all our current students are placed in their preferred subject choices, all re-‐enrolment forms are required to be handed into the Enrolment Centre by the end of Term 3. This allows Enrolment staff time to enter data during the holiday break and ensure individual course numbers are up to date at the start of Term 4 when new enrolment interviews take place. A total of 542 current students were re-‐enrolled during this time. (211 Adolescents, 185 Adults, 146 After3) Over this enrolment period all re-‐enrolling adult students are also interviewed and placed in programmes. A new initiative introduced in the previous year requiring adult students to personally bring their re-‐enrolment forms to the Enrolment Centre once completed has ensured Enrolment staff have the opportunity to discuss payment options and deadlines, a process currently well-‐used by re-‐enrolling ELL students. Procedures for enrolling ELL students continue to be improved allowing student data to be entered in time New and LeQ ELL Students in 2013 New and LeQ ELL Students in 2014 for adults to pay before finishing classes. Staff and 40 40 students have become accustomed to pre-‐arranged 31 30 27 30 30 times to visit the Enrolment Centre when paying fees 19 17 17 New New 15 and having photos updated, alleviating congestion at 20 20 10 10 8 8 busy enrolment times. The ELL Administrator plays a Leh Leh 10 10 3 key part in ensuring students are correctly placed. 0 0 Testing for new students is held once a week Term 1 Term 2 Term 3 Term 1 Term 2 Term 3 throughout the year ensuring numbers are maintained in courses where applicable and demand at each level can be monitored. Each year there is a concern about the number of students withdrawing due to their Student Allowance ceasing. Students at secondary level are limited to receiving an allowance to study for a period of two years. Students who continue their study at tertiary level are eligible for a further three years which means some students transfer to other course providers including Polytechnic. Class numbers are monitored at each level of learning and changes are where necessary to meet demand. Student numbers can also fluctuate due to family demands both here and overseas, but with continuing enquiries and testing throughout the year the ELL population remains strong, and space in some levels is limited. This enrolment period continues to see an increase in the number of Chinese students enrolling in the ELLC. The appointment of a new ELL Administrator mid-‐2013 who is fluent in Chinese, has been hugely beneficial to the transition and support for this large population.. Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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Open Enrolment Days Due to the large number of applications received after the open evening, the College conducts interviews with prospective students and caregivers before the enrolment day in November, to ensure their interest in the College is maintained and course placement is confirmed. Due to a change in staff and pressures within the College during Term 4, a decision was made to trial a new process for the 2015 enrolment period limiting the interviews to a two week period only. This worked well. Prospective year 12 and 13 students meet with the Careers Advisor in October for main –stream subject interviews. Those students who needed to also see specialist course tutors as part of their programme, had interviews arranged on the enrolment day, when all subject areas are available. Students wishing to enrol in one the colleges package courses were able to meet tutors throughout term 4 at pre-‐arranged times. The following graphs below compare the year level and number of new students who enrolled before the first Enrolment Day in November over the last two years. The 123 pre-‐enrolments in November 2014 was lower than the 181 students pre-‐enrolled in November 2013. Pre-‐Enrolment Nov 2013 Pre-‐Enrolment Nov 2014 Appointment times on the first Enrolment Day in November remained popular with 51 students (including 13 at Year 11) arranging appointments. This is higher than the previous year of 37 students and caregivers using this option 21 30 Yr 11 but the same as the 2012 November 2012 enrolment day. At the end of the Yr 11 31 44 Enrolment Day 118 students had enrolled in the College, 1 less than the Yr 12 85 Adults previous year. The following two Enrolment Days in January 2015 saw a further Adults 21 20 students pre-‐book appointment times, which was lower than 47 for the Yr 12 44 previous January enrolment days. There was a total of 270 students enrolling 29 Yr 13 during this time. Yr 13 The Enrolment Days this year changed slightly in the start times. While the day is advertised as being open from 10am, it was acknowledged that there was a delay in the time from the first students being interviewed at 10am to when they actually meet course tutors and data entry personal. To help keep a steady flow of students, this year, students and caregivers were offered appointments from 9:30am. This ensured staff at department desks were able to start meeting students and caregivers from the 10am start time. The Enrolment Centre closes on this day and is relocated in its entirety to the Careers room. With three large open spaces all on one level providing numerous entrances and exits to maintain flow, staff have the ability to view and connect with colleagues and departments; staff are able to meet and greet all students and caregivers at the entrance to the Student Centre and establish where they need to be directed. Maps are provided with steps to follow to ensure complete enrolment on the day. For those requiring testing, the computer room beside the Library offers a quiet place with easy access for staff when marking papers. The Library becomes the hub for interviews incorporating two waiting areas, one for pre-‐arranged interviews and one for students who arrive throughout the day. Staff are positioned here to ensure a steady flow. A change in policy has meant the College is no longer able to print NCEA results for each student on the November day. Computers are set up so students can log on to the NZQA website and print their results to ensure interviewers have as much information as possible when enrolling and planning a course of study. Students then follow signage to the main Cafeteria where subject teachers are available. Staff again meet and greet students at the entrance and direct students to specific subject hubs. The alcove immediately outside the Cafeteria is set up as the first data entry point. The space allows for seating and while this area is quick to fill it is an important area for gaining initial student information and student photos that are then used at all following data entry points. Once enrolment forms have been checked, students are then directed to the Careers room entrance and again are provided with seating in a waiting area. After 3 staff are positioned in the Student Support office to enrol After 3 students while three support staff are responsible for the data entry of the remaining students’ details and subjects in the main Careers room. Adult students are then directed to the payments areas where two Enrolment staff are responsible for collecting fees and discussing payment options and plans. All Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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enrolled students leave through the exit door and out to the main entrance where staff are able to check they have completed their enrolments and have all the necessary information.

Total Number of Enrolments per Enrolment Day 200 150 100

170 119

Comparisons by Year Level per Enrolment Days 200

165

106

105

119

145

127

118

125

139 140

153

137

115 103

112

100 50

156 147

150

0 Nov Jan Jan Nov Jan Jan Nov Jan Jan Nov Jan Jan 2011/2012 2012/2013 2013/2014 2014/2015

2012 Yr 11

2013 Yr 12/13

2014 Adults Aher3

2015

The above graph compares enrolment numbers over the enrolment days with a further breakdown on the right showing the number of students at each year level enrolling over these three days for that enrolment year. Due to its close proximity to the Student Centre, the ELLC are able to base themselves in classrooms with the attached office providing access for photocopying, testing and administration tasks. Once completed, students enter the Student Centre through the alcove door and join the process of data entry and student photos. Training for administration staff continues to be held in the weeks before the first Enrolment Day. Staff entering data are updated and made familiar with new processes. Staff welcoming students and parents in the foyer is seen as an important first step. Having key staff members available to answer questions with good knowledge of enrolment processes is vital and staff are updated and informed. Interview times/names, enrolment forms, prospectuses, timetables and maps are all distributed at this point. Testing packs, test results and previous student information are now collated in the Library due to some information being sensitive. Number of Students Enrolling rd The number of students who engaged with the College during the enrolment process by the 3 February start date was 2,106. This number reflects actual enrolments processed. Students numbers continued to increase with the CUC, late enrolments and new CUP programme. Student numbers were also reduced by 57 students who were identified as not attending regularly enough to be counted in the March return and subsequently withdrawn. This figure was lower than in the previous year but similar to that of 2014.

Total Students Enrolled by February 2500 2000 1500 1000 500 0

2078

2012

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

2285

2013

2072

2106

2014

2015

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The increase in student numbers this year has resulted in a total student FTE of 1371.3 (1304 in 2014) (1356 in 2013), (1316 in 2012). It should be noted that while the number is higher than the previous Student Movement / Term -‐ 2014 year, the new CUP programme has increased the student population by an extra 100 students, each 238 203 bringing an FTE of.6 to the March data. The number of successful enrolments is reflected in the effective 250 marketing strategies that were employed and the processes undertaken by a very committed enrolment 200 team throughout the College. Enrolment staff continued to receive enquiries from students wishing to Enrolled 150 100 119 78 enrol in the College once school began in February. Due to spaces being available in some subject areas, 100 36 Withdrew the College advertised a late enrolment period up until 13 February. A total of 52 appointments were 50 made for mainstream enquiries. Students enrolling during this period included 13 ESOL, 19 adolescent 0 and 17 adult students. After3 also continued to enrol students during this period. Teachers in charge of Term 1 Term 2 Term 3 package courses enrolled a further 11 students and continue to enrol students where space is available. Hagley’s roll continued to fluctuate each term as students enrolled or withdrew during 2014. The graph shows all students, including ESOL and After 3 students, over the three terms of 2014 (a further breakdown of ESOL and After 3 students are shown in separate graphs). After 3 Launched in 2009, After 3 gives people the opportunity to study a wide range of Hagley courses away from daytime commitments. With new programmes added for 2015, and the ability to enrol during the year, enrolments in After 3 courses remain strong. In February 2015 there were over 650 students enrolled which was at the same level as in 2014. Discussions around the $40 enrolment fee being increased will be relooked at later in the year. This was originally implemented after concerns were raised regarding student retention and commitment. After 3 students now have their photos taken and are all enrolled onto the school SMS system in the same way as all other Hagley students. The advantage of this is there is no need to re-‐enter student data for students continuing in the following terms and payments are applied to existing files. Attendance, class lists, fees and timetables are all accessed through the school SMS system. After 3 students are all entered on the Ministry ENROL database and this is done alongside all other Hagley College students. After 3 continues to have a big impact on key staff dealing with After 3 enrolments. Over 200 After 3 prospectuses were sent out during the busy enrolment period. In keeping with day school processes, AQer 3 Student Movement / Term -‐ 2014 current students were given the opportunity to re-‐enrol before the end of Term 3, and with application 149 160 forms processed during the term break, this proved very successful. This allowed staff to concentrate on 140 new applications during Term 4 and removed much stress during this peak time. While it is important for 120 all staff to be familiar with After 3 programmes, students enquiring about After 3 courses are encouraged 90 100 to make contact with After 3 staff during their evening hours to ensure class numbers, waitlists and New 65 80 55 course changes are managed within one system. Applications received by staff during the day are 60 Withdrawn 36 processed during the evening. Systems and processes are reviewed regularly to ensure accuracy and are 40 14 overseen by the After 3 Administrator in consultation with the Director of Enrolments. The responsibility 20 of contacting students if their attendance becomes a concern is now managed firstly by the teacher in 0 charge of the class and then followed up by the administration team; new restrictions on waitlist numbers Term 1 Term 2 Term 3 per class has seen an improvement in managing student numbers in a more timely manner. All After 3 students received their course confirmation and timetables in the middle of January, a new initiative bringing them in line with the process used for all day school students.

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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INTERNATIONAL STUDENTS The College continues to streamline the processes for international students wishing to engage. The processes for international student enrolment remains robust and the financial infrastructure is strong with a healthy ratio of income to expenditure. With a diverse population, and 16 ethnic groups identified for Ministry reporting, the College is well-‐placed to receive students from overseas to study and feel part of a community. The College welcomed a total of five students to study during 2014, all from diverse backgrounds including Thailand, China, Japan and Cambodia. In previous years we have had a number of students who due to their age, no longer qualified for a domestic student visa. To remain studying in New Zealand they were required to become international students. In 2014, no students were required to become international students because due to their visa status. The criteria for international students is regularly reviewed by immigration. Students wishing to change secondary schools must now show that the new school’s programme differs from their previous school and how this will enhance their study and achievement. Student academic progress and attendance is monitored to ensure they are meeting their visa obligations and visa renewal can be declined if this is lacking. International students are all tested upon arrival followed by an interview to ensure accurate course placement and achievement. There is often pressure on international students to learn English at secondary level in a short timeframe so they can go to university. Unfortunately many do not understand that once they have mastered the language they must also learn the topic. This can take another one or two years depending on the student’s background. International student applications, once approved by the Director of Students, are processed in the Enrolment Centre. Using the school database, Kamar, student details are gathered in the same way as domestic students. Kamar has the capacity to build reports pertaining to the status of an international student at any given time. This can include information regarding legal documents -‐ visa, passport, medical insurance and fees or agent and host family information, subjects and pastoral information. The structure of the report can be changed as required and all information is live. Official receipts/statements issued from Kamar show the breakdown of a student’s individual term tuition fees, contingency, medical, guardian and homestay fees, all required by immigration when students apply for visas. The administration application form developed to monitor a student’s application progress, showing department links, interactions and timelines, has been updated allowing staff to check application progress at any time on one document. Refunds are documented with statements attached. All are approved by the Director of Students and the Director of Finance before being actioned. International students are also recorded on the ENROL system and the MOE now use this to calculate the International Student Levy for each school.

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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ENROL ENROL is a central register of student enrolments that authorised users update via the web as students enrol, change schools or leave the school system. ENROL is a mandatory system for all schools. ENROL was first implemented in 2004 as a central database of all school-‐aged students enrolled in the school system. Schools are required to enter a student within five days of starting or leaving school. Adolescent students are entered into the system in their first year at primary school or through an early childhood centre. As they progress through their schooling, their personal information follows them as they are claimed by their new school. It has developed over the years and is now also used to record adult students returning to the school system to extend their learning. With 1206 adult students enrolled during February 2015 this year, and 565 of these new to the College, the administrative impact for Enrolment Centre staff in this respect continues to be huge. For an adult student, Hagley will be their first school on the ENROL system so a full new record is required. Training on ENROL is ongoing for Enrolment staff as ENROL is being used more for data collection by the Ministry. With the new SMS (Kamar) installed in 2010, we now have the ability for ENROL and Kamar to electronically share information, eliminating the need for total separate data entry for adolescent students who have previously attended a New Zealand school. The importance of full and accurate data is critical in ensuring all data is successfully uploaded. Each student is entered on ENROL as either full or part-‐time which reflects the FTE noted in Kamar. Staff must change the individual FTE on Kamar of each student as they increase or decrease their program. If this then changes their status from full or part-‐time, ENROL must also be edited. As each student is withdrawn throughout the year, staff must once again check their status to ensure accuracy as this affects the College’s Leaver Attainment Data for that year. Because Kamar and ENROL are able to electronically share information, 573 students who had previously been enrolled in a secondary school were able to be uploaded from a batch of 1263 students. This left a group of approximately 690 students that comprised mainly of adult students, some students whose documentation didn’t match both systems, students with no NSN or students new to New Zealand. To enter the remaining students, 5 enrolment staff, with ENROL access worked one Saturday in February to complete this process. While all students were not entered over the day due to information not matching previously held student data, staff continued to resolve all issues to ensure data was completed for the March 1st roll return. Staff in previous years have encountered much frustration when entering or editing student data. Students entered by a previous schools can have inaccurate or out of date information. Staff spent much time updating this to allow the student records to match and upload. The ENROL database also recorded errors when staff had completed entering data and saving the information. If an error was caused through the ENROL database the entered data was lost. Information was then forwarded to the ENROL administrators to solve. Staff noted that there were not as many errors remaining as in the previous year and that ENROL database worked well over the Saturday. Most related to adult students who had changed their name unofficially or by deed poll or marriage. Staff are required to record the verification document used by a student to enrol, but there can often be a delay until the record is updated by ENROL staff. An error between the school SMS and ENROL was outlined by the auditors in 2013. Students whose documentation between their previous school and with Hagley had changed, e.g. residency or citizenship, was not automatically uploaded with the student file. The Enrolment Centre again have proactively checked all students enrolled on Kamar and compared this data to that on ENROL. Twelve students were identified as not entered on both systems and a follow-‐up check on student documentation on both systems will be updated of those where necessary. Over 30 students were identified in 2014 and documentation was re-‐entered. As students enrol throughout the year, students will only be uploaded to ENROL from Kamar once they have attended their first class. This is a change in process initiated by the Enrolment Centre to ensure every student who has enrolled has attended their first class. Those who remain absent for a week are then followed up and deleted if no longer enrolling. At the end of the school year 679 students who had not re-‐enrolled for the following year were withdrawn from the school SMS and ENROL in a complete batch upload. Students in Years 12-‐13 with results, and those who indicated they were not returning were separated and withdrawn individually to reflect their NCEA results. Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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SPECIALIST COLLEGE ENROLMENT Catch-‐Up College -‐ CUC This innovative concept continues to assist students who require up to 6-‐8 internal credits to complete the entry requirements university, tertiary study or the armed services. This year over 120 students took this opportunity to gain University Entrance. Students are enrolled on the college data base as .2 for each subject area and pay a one off fee which includes NZQA. Once students have completed this course, they are individually removed by administration staff and refunded the administration component of their initial fee. Certificate in University Preparation -‐ CUP In 2014 Hagley College in partnership with the University of Canterbury developed the CUP programme. Over 100 students initially enrolled in this programme with students attending Hagley College 2 full days each week. With two intakes each year, the administration for enrolment staff will increase and add extra data input to their workload. Each student is entered on the student database as .6 and allocated to a specific class. All students are also entered on the Ministry ENROL data base. Students, like those in the CUC programme will also be withdrawn on completion of their course. There are no admin fees attached to this programme. Canterbury Summer School A new Ministerial initiative to improve student success at Year 12 also meant students had the opportunity to complete missed credits. Hagley Community College became the designated school to run this free-‐to-‐students programme. Students were able to attend the programme at the College and still remain enrolled in their Year 12 school. Once they completed the required standards, the results were sent to their school who reported them to NZQA to be included in their end of year results.

EFFECTIVE CUSTOMER SERVICE The Enrolment Centre is open from 8am to 9pm Monday to Thursday creating continuous access from day through to evening classes, and Friday closes at 3pm. With seven key staff members available to help with After 3, ESOL, NCEA and all day school enquiries, the Enrolment Centre continues to be a central hub in the College where students and staff go for course related information, payment of monies for all College activities, and where data entry for each student is entered and updated. With over 1,800 senior prospectuses distributed before the January/February Enrolment Days, Hagley College is seen by many prospective students as a place to further their study. During the busy enrolment periods staff often work extra hours and continue to provide a friendly efficient service.

ROBUST QUALITY SYSTEMS Before making changes and documenting systems, an understanding of processes is necessary to ensure efficient systems in the future. Processes and systems used each year are constantly being reviewed and updated to ensure they remain robust. A set of manuals outlining procedures and processes is available for staff to use and refresh themselves with the functions of Kamar and its general day to day operations. As many more programmes and reports are being utilised it is important to document these as they form the basis of many of our processes. The Director of Enrolment continues to update manuals so Enrolment staff have a hands on ‘how to’ resource. Enrolment staff have adapted the new Outlook system to make online appointments with staff for all new Year 11 students during Term 4. This continues to work well for Year 11 interviews and as more staff have used this feature it will be used across during specific enrolment periods. A new process established to manage late enrolment applications during Term 2 in 2013 has been updated and is now used during late enrolment periods. Further development on this will take place in 2015 to ensure the appointment schedule and collated data for each applicant works well for the enroller. Enrolment staff gather information from applicants so the College can determine if a suitable course is available. Enrolment staff attach information outlining the applicant’s previous schooling, including NCEA results and feedback from the previous school if applicable and enclose this in a pack containing a subject profile, and an enrolment form. The enroller is able to make notes on the appointment schedule regarding the applicant. Ie late, never showed, rescheduled or requires further follow up. Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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Templates for letters used during each stage of the enrolment process are filed and used again in following enrolment periods and form part of the process for enrolments. This enables staff to follow existing procedures and update where necessary. Enrolment forms for all senior students continue to be updated at each enrolment period allowing for more accurate information to help correctly enter data and place students. Generic letters reminding students about immigration requirements and payments is under review so staff can access these through Kamar when required. Each letter printed is automatically recorded on the student’s file once sent. Letters with start dates and timetables, set up in Kamar, are used to send information to all students in Years 11-‐13 at the beginning of each year. This feature has worked exceptionally well with 1,200 students receiving start date information, and has meant orientation programmes, organised by year level, can be modified and updated as required and then included in the mail out. Students who needed to change subjects due to their NCEA results were informed to attend on one of the January Enrolment Days through this mail out. Details outlining stationery requirements were also added. A map of the school is copied onto the back of each orientation programme so new students can familiarise themselves with the College layout. This system was expanded to include all After 3 students in the January mail out to remind students of the times and dates of the courses they had enrolled in at the end of the previous year and has resulted in a reduction of students contacting the College regarding start dates. ‘Change of Course’ forms have been updated further and are now printed directly from Kamar. Student details including their age, year level, NSN, and subjects they are currently studying are printed on the form with a section for the approving staff member to note if this could change the student’s end goal. Check-‐boxes ensure each step has been modified and entered. Teaching staff continue to sign the student in and out of their subject area with fees updated where applicable. Once the completed form is handed to Enrolment staff the details are edited on the student’s programme in Kamar. The House is changed if necessary and fee adjustments are made. If the number of subjects change, the FTE is changed due to a subject addition or removal; this may also require staff to edit the FTE of the student on the database and the ENROL system to reflect a full or part-‐time status. The form is then processed by the NCEA Administrator who ensures they are withdrawn and/or entered for the correct standards, as well as noting the change on the student’s profile. This now means key staff interacting with students requesting a change in their programme are fully aware of all previous changes and reasons. There have been nearly 300 course changes during term 1 in 2015 compared with over 354 in 2014 and 308 in 2013. The College has reviewed this system and now each student must complete an application form, signed by their caregiver if under 19, and state which subjects they wish to change and the reasons. The Director of Learning Support and Students both st reviewed each application and contacted students with their decision on whether this was approved or declined. While the 1 March data was being collated, this process finished with any further changes managed by the student deans. This will be reviewed again next year. Withdrawal forms accessed directly from Kamar also ensure an accurate process. The advantage of this is the form is also printed using all updated information regarding the student; name, date of birth, age, subjects, and fees paid/owing are all printed. An update in 2012 from the Ministry means that the student’s last day of attendance is now recorded as the leaving date rather that the date when the College is informed that the student is leaving. This was identified as a common error in many schools as it was interpreted that students were still able to engage before being removed within the 20 days absentee clause. Staff also felt it didn’t truly reflect the work done by key staff to re-‐engage students over this time. The withdrawal form allows checks to be made with the Library to ensure all books are returned, or if a refund of course fees is due to the student. The NCEA Administrator checks each withdrawal and notes the student’s NCEA results. Enrolment staff use this information to then withdraw the student based on their achievements as either full-‐time or part-‐time. If the student’s status has changed, staff must then edit the ENROL database to match Kamar. Adult students who have indicated WINZ or automatic payments are separated until payment has been received. This has worked well in ensuring adult students are committed to paying their fees. At the end of Term 1 the Enrolment Centre was waiting for 54 students to make their first payment, which was slightly higher than the previous year. Some had applied to outside agencies and had been declined. Five students were being funded through TEC. The number of fees paid by WINZ for those students on benefits has dropped in recent years due to changes in the allocation of government funding. Others had not made any commitment to start payments. Overdue accounts have all been sent to these students asking for payment before the start of Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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Term 2. Letters on kamar record each time an overdue letter is sent. Further follow up of students who have not continued making regular payments also happens during Term 2. Students enrolling in package courses now sign an agreement for payment with the teacher in charge of the course, as part of the interview process, to pay their fees to confirm their place. Students can either pay in full, or make a deposit and pay the remainder by instalments. This has been well received with only a few students not making a commitment and requiring follow up. The agreement continues to be updated at each enrolment period. Automatic payments and internet banking continues to be a well-‐used option by many students and caregivers. Receipts are sent out when full payment is received only, with a balance update sent to those making automatic payments in the form of an invoice at the same time as the school-‐wide end of term invoicing is processed. The key to this system working well is for payers to ensure that the student name and ID number are noted alongside each payment. Delays are caused when deposits cannot be matched to a student due to insufficient information. The Student/Parent Portal, available to students and parents for fees, timetables, attendance, school reports and NCEA information has become a valuable tool with many caregivers and students now accessing this site. Information on how to pay fees, including the school bank details, when payments are due and applied, and extra information regarding the timeframe for NZQA fees are all updated during relevant times of the year.

FULL AND ACCURATE ENROLMENT RECORDS Enrolment staff are all equipped within the importance of entering full and accurate data. Training is ongoing as, with any database, new features are being continuously developed. Enrolment staff and the NCEA Administrator check each enrolment record after each Enrolment Day to ensure all data has been correctly entered. Staff are currently entering and editing student FTEs as they enrol, change courses and leave. All students who have not had their photos taken are brought to the Enrolment Centre if requested to have these updated. During March, Enrolment staff compared student numbers from the College SMS system, Kamar, with those from the Ministry database, ENROL. It was pleasing to see of the more than 2,000 current student enrolments, there were fewer than 12 students identified as needing updating by enrolment staff or ENROL administrators. A second check in Term 2 will ensure the integrity of both systems and will continue to be monitored.

STRONG OPERATIONAL RELATIONSHIPS The Enrolment Centre has strong links between the areas of ICT, Finance, Marketing, Programmes, Learning Support and Student Support. ICT ICT staff are responsible for ensuring programmes and resources are available during the busy enrolment period. EFTPOS, cameras, computers, printers and copiers are all required to be available and working. An ICT staff member is on-‐call to resolve any issues as they happen over these busy days. Updates on Kamar occur throughout the year resulting in new functions and reports. On occasion this has also resulted in some being disabled. Enrolment staff often liaise with ICT and Kamar staff to resolve these issues as they are noted. Finance Supporting the accurate collection of fees, material costs and all purchases by staff and students, the Enrolment Centre staff are responsible for: • Collecting and receipting all monies into the College, applying to the correct department and student. • Banking all monies received into the College once a week. • Processing and banking daily Café takings for collection once a week. • Settling EFTPOS each day and finalising end of day takings. Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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• • • • • • • • • • •

Processing and applying internet and automatic payments made into the school accounts for the purpose of paying fees. Adjusting student fees where course changes have been made. Transferring fees. Applying/processing refunds when applicable. Printing reports for departments re payment of subject fees. Applying/charging all course fees to student records for invoicing. Invoicing students during Terms 1-‐3. Committing of each month from Kamar for uploading to Musac. Adding new/outside agencies to student records when payment is received. Editing statements/invoices throughout the year. Discussing payment options with students and caregivers.

The Directors of Finance and Enrolment work together to ensure processes are followed and fees are correctly applied. Accuracy when applying fees and payments ensures reports are able to clearly identify at any time the income received through the Enrolment Centre. The Enrolment Centre has taken over the process of allocating fees to all students in readiness for invoices being sent at the end of Term 1. This process was managed over a one-‐week period and involved two main steps to ensure accuracy. Firstly each course fee was checked before applying it to the student enrolled in each course. Secondly, once applied, the number of students allocated a fee in each course were then compared to the number of students enrolled in each course. As many students change subjects in the first few weeks of the term, fees need to be manually added or removed. Any discrepancies were able to be identified ensuring no student had an incorrect fee applied. The printing of invoices was managed by year level and all were checked and sent out by the staff within the Enrolment Centre. At different times of the year adjustments are made to the information recorded on statements and invoices. Invoices sent to adolescents referred to the school donation and payment of subject fees while the invoices sent to adults referred to the adult and subject fees, reminding adults that payment needed to be made to ensure they remain enrolled in the College. As Enrolment staff deal with fee enquiries and payments it makes sense that allocating of fees is also managed here. Follow-‐up invoices will be sent in Terms 2 and 3. In term 3, Library staff provided a list of students who had not returned library books. The book and replacement amount were added to invoices before being sent home. The result was encouraging as in many cases books were returned to the college and in some cases payment was made. The recording of Café takings is now entered in Kamar by the Enrolment Centre. This has reduced the amount of collection bags from five to one each week. Finance staff check each day’s takings against the records from Café staff, recording each denomination amount for data entry by the Enrolment Centre on Kamar. Copies of each week’s takings are then provided to the Finance department for checking against the banks statements. The Enrolment Centre also process payments for activities that departments run alongside their courses. The School of Cuisine makes and sells meals to staff, the Theatre Company run after school drama classes and evening performances, the Jewellery department and School of Fashion showcase and sell their designs, and ICT recoup monies through the sale of laptops. Regular meetings between the Director of Enrolment and the Finance team ensures systems are working and staff are informed.

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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Marketing Promotional features relating to course and enrolment information has a direct link with the Enrolment Centre. Enrolment staff input and background knowledge here is important when engaging with new students and caregivers. For Enrolment staff the impact of advertising is often immediate with constant inquiries either by phone, email or in person. Regular sharing and updates on promotional material is vital to successful customer service. Racks and stands are used to display prospectuses, NCEA information, newsletters and course brochures. These are regularly updated as new courses are added and changed. The Enrolment Centre continues to support the Marketing team at open evenings with key staff available as required. This is updated each year to reflect the needs of the College. Enrolment staff send information to interested parties regarding the open night from information gathered during the year in the enquiries database. Three Enrolment staff attended the September open night, meeting and ascertaining the interests and requirements of each student and caregiver in the alcove outside the Cafeteria. Enrolment packs containing a prospectus and enrolment form were handed out to ensure everyone had the relevant information before going through to the Cafeteria to meet department staff for course information. Enrolment staff record details if further follow up is required after the evening and appointments for testing are also organised. One major benefit of Enrolment staff attending this evening is the familiar face they become when students and caregivers engage again after the evening in the Enrolment Centre for testing or interviews. In term 4, the college hosted “A Taste of Hagley” for prospective students to see what Hagley has to offer. Enrolment staff were not required at the evening but were involved in the posting of information to students. Enrolment staff also note any changes in the current prospectus that require updating by the Marketing team that relate to the Enrolment Centre as these come to light during the year, in preparation for collating the following year’s information. Staff also liaise with the Marketing team to ensure information relating to the Enrolment Centre in each newsletter is current and relevant. Learning Support Staff continue to offer administration support in setting up appointments, supervising tests and marking and collating all information ready for enrollers interviewing. Class lists and numbers are also printed, collated and made available for use on Enrolment Days. In Term 3 current students are interviewed and enrolled into programmes before new enrolments begin in Term 4, thereby ensuring our current students have their first choice of subjects confirmed. This is achieved by Enrolment staff using the holiday break to enter students’ programmes on the school SMS system for the following year, and in time for the new enrolments in Term 4. This also relieves the pressure on Enrolment staff and eliminates any confusion with numbers during peak enrolment times. Those courses that have limited numbers are able to be monitored by staff manually adding names. Once full, the course is withdrawn from the profile so enrollers know not to add new students. Information relating to students’ learning is also recorded by Enrolment staff and in particular those requiring support during assessments is recorded and managed by the NCEA Administrator in liaison with the Director of Learning Support. Programmes The variety of package courses and individual subjects offered at Hagley and the opportunity to modify programmes to suit a student’s timetable continues to create many challenges for both the Director of Programmes and Enrolment staff during the busy enrolment periods. Enrolment staff rely on the subject codes all being entered and correct in time for the busy enrolment period, starting at the end of Term 3. This must match the subject profile which is a vital tool used by staff in the Enrolment Centre and enrollers when helping students choose subjects. Once the new subject profile is available, data entry begins. As numbers in classes change and fill and adjustments are made to subject codes, option times and teacher allocations, this has a flow-‐on effect for staff in the Enrolment Centre as student timetables are updated. In some cases complete classes are moved due to timetabling changes. Reports accessed daily from Kamar showing numbers in each class and in each option have proved to be a valuable tool in keeping staff up to date when placing students. This is Hagley, and many students enjoy the opportunity to try a variety of courses during their period of study.

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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Student Support The Enrolment Centre is seen as a key in providing accurate and up to date information on the school database to enable the Director of Students, Student Managers and Counsellors to liaise with parents and outside agencies in dealing with student issues. Updating changes in student programmes is vital for monitoring attendance and students’ progress. Students are given many opportunities to change courses and alter their programmes. The Enrolment Centre ensure these are processed within set timeframes to ensure attendance and student monitoring are accurate. The Enrolment Centre continues to be a source of student activity. Students are able to pay fees, check timetables, find staff and make purchases. Enrolment staff will often relay information to teaching staff regarding a student and also refer a student to other departments in the College for specific help.

A TEAM OF MULTI-‐SKILLED STAFF Communication is vital if staff are to provide accurate information and be familiar with processes in the Enrolment Centre and the College as a whole. The Enrolment Centre is often the first place a student will go to for many kinds of information, whether enrolment related or more of a general nature, but the friendly staff are always willing and helpful to students and the public. With the expertise and interactions from both the ESOL and NCEA Administrators, key frontline Enrolment Centre staff are able to provide accurate, prompt and up to date information to students and caregivers. Enrolment staff are given the opportunity to familiarise themselves with and ask questions about courses offered in the Enrolment Handbook with the HOD of Careers each year. This always proves extremely beneficial and is part of staff professional development each year. The After 3 Administrator also updates staff with the new After 3 prospectus. While staff have specific strengths and responsibilities in certain areas and can offer guidance to each other, it is important that each member is familiar with all processes to ensure the flow of tasks. Enrolment staff have had extensive training on Kamar and will continue to be updated. All staff show confidence in its application and have commented on its ease of use. As changes and updates occur throughout the year staff are given guidance to ensure they are familiar with each application. All staff are familiar with and use ENROL as part of the enrolment process alongside Kamar. Training is ongoing and staff continue to be informed with updates on the College SMS and activities within the College. Enrolment staff form part of an integral team that is responsible for the March 1st return. In the weeks before this critical date, the Principal and Director of Programmes are able to run reports to identify any areas of concern that need modifying to ensure accuracy in the return. This involves ensuring adult students are correctly identified by their type (regular or returning), that the FTE of students matches the subjects taken (Kamar has a default setting of 1), that NSNs are not duplicated and that students’ year levels are correct. Students not attending were able to be identified and coded as NA so they were not incorrectly counted in the return. These students were then withdrawn from the College if a reason for their absence was not available. Key dates during the year often dictate changes to certain functions carried out by Enrolment staff. Staff have learnt to adapt processes and separate data for collating at a later date ensuring accuracy during the following times: ENROL – ensuring records are all updated before 1st March. • March 1st return (over two week period) – course changes/withdrawals are collated and held for data entry once the return is filed. • Reports (over four week period) – course changes/withdrawals are collated and held for data entry once reports are printed. • Re-‐enrolling students (Term 4) – FTE/House/student type changes cannot be edited, all collated for updating after the last mail out in the year and before the start of the following year. • Audits (4) – checking data is accurate and up to date before audits due. • Withdrawing students at the end of the year. Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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Enrolment staff are responsible for identifying and responding to Hagley’s unique student base when: • Providing enrolment information. • Responding to student/caregiver and staff queries. • Collating enrolment forms into separate groups in Term 4: Adults – new or current and Adolescents – new or current, payers/non-‐payers and then combining for filing during Term 1. • Entering data of HALC and Van Asch students into separate schools. • Collating students enrolled in package courses. • Checking payments/non-‐payment and applying fees. • Adding alerts. • Accurately enrolling and withdrawing students throughout the year. • Sending invoices. • Printing class lists for each enrolment day. Staff knowledge and relationships is the key to ensuring accuracy and an effective team. Kamar Installed in 2010 with the first transfer of data in July of that year, Kamar is the SMS used by the College for student data. At the beginning of 2015, Kamar released another update which has caused some concern for staff. Some of the changes have been time consuming for staff when trying to access pre-‐set fields that no longer exist. Fields that were set up in 2010 to record students who had Attendance, Pastoral, Behavioural and Learning notes on their enrolment applications are no longer accessible using those pathways. Those students who have had or require specialist assessment conditions are also monitored in Kamar and staff have had to learn new methods of entering and reporting this data. Kamar also removed some of the data in the search fields used by the Director of Enrolment for many reports. The issues were highlighted with Kamar and over the following week all previous information was restored. A new feature is the ability now to access information on a student’s timetable, attendance, details and pastoral notes without having to change screens. Monitoring those students receiving an allowance has also been updated. The staff member responsible for this area enters the information once enrolment has been confirmed. A list can be printed at any time of those attending and receiving an allowance as well as a list of those who have left in any given week/month and are no longer eligible. Three key staff members, the Director of Enrolments, the NZQA Administrator and ICT Manager attended the Kamar Conference in Hamilton in May 2014. Staff attended workshops and also had the opportunity to meet with Kamar representatives to discuss specific issues. Seven issues raised by the Director of Enrolments were: • Show student attendance by year levels and in alphabetical order in the continuous absence printout – still unresolved from 2013 • Alert in the fees area – partly resolved. The alert is generated from the detail screen. Preference is for a separate alert for each area. • Ethnicities still missing on the database to reflect our population – still unresolved (directed by Ministry). • Ethnicity – South African – coloured be edited to South African only – still unresolved. • Highlight in the fees area if there are two or more payers – still unresolved. • Ability to lock new data when re-‐enrolling current students into the next year – still unresolved. • Package courses not showing in the student subject area on the database from the previous year – still unresolved. • Add an extra gender – Kamar are aware of this from other schools and were debating a suitable term for these students • Printing individual invoices per subject only for events/materials etc

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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An issue identified with the 2014 Kamar update was keystroke delay when entering data in certain fields. When looking for individual students in the custom field area, staff have to type slowly otherwise key letters are missing. This will be bought up again at the next conference as an ongoing concern. Other issues that will be taken by the Director of Enrolment to this years conference are: • Locking data during the re-‐enrolment period ie fte, type, house • Printing details and statements for left students • Ability to use short cut keys -‐ F1 etc • Exclude fees by set ie: CUC/UC@hagley • How to charge fees to a House – ie After3 • Alerts for fee area only • Select saved footers for different invoices ie library books • Change letter layouts – ability to add fields above end signature • Better way of using Kamar for adult international students • Ability to lock payers from previous year when there is a change if family circumstances • When changing students programmes the ability to lock all previous attendance so the new subject starts afresh. Students who are attending the Hagley Adult Literacy Centre and the Van Asch Deaf School, are enrolled in their own schools within the Kamar database, which then excludes them from any Hagley College Ministry returns and audits. This then ensures they still appear as students on Hagley College class rolls while also allowing them to be easily identified for reporting. Kamar has a facility to send alerts when verification documents are due to expire, informing staff to send reminder letters to students that their immigration documents need updating and to bring these in to the Enrolment Centre for copying. Once sighted, this information is also updated on ENROL. Another alert is student unexplained absences. Students are grouped by the number of days of unexplained absences. The date of the student’s last attendance is also recorded. This is a fantastic tool and allows Deans to monitor individual students and for the Enrolment staff to use these dates when withdrawing students. Staff are still adapting so previous changes. At the beginning of last year in an update release, Kamar changed the way in which the second payer in the fees area was recorded. The second payer information disappeared from the fees area and had to be re-‐entered and saved using an extra manual key. Kamar also added two new features to the student search screen. Staff have the option of now selecting “E” for all enrolled students or “L” for left students as well as the default setting of current students only. This still trips staff up when searching for students. A very successful means of recording groups of students has been the ability to add a House to each student. Students are grouped as either Day, Extended Day, After 3, Catch-‐Up College, or a combination of two of these. By setting up these fields, letters, reports and accounts are able to be sent to individual or groups of Houses by selecting the appropriate programme. Unfortunately during the re-‐enrolment period in Term 3 and 4, staff are unable to edit this field if a student moves House in the following year as the change is live and alters the existing data; the current data no longer stays accurate for reporting/identifying groups. Staff must note any house, FTE and student type changes on individual enrolment forms to be updated once all leaving students have been withdrawn but before letters are sent in January regarding timetables. The issue has been brought to the attention of Kamar administrators with a request for this information to be locked, thereby maintaining the integrity of the data, but at this stage no resolution has been found. Adult students are further identified by an asterisk for quick and easy identification by staff.

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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Kamar is used to record all payments regarding students. Staff at the end of each day print reports to balance the day’s takings. Incorrectly entered data is quickly identified and fixed. These are then amalgamated each week to provide a single report which is used for the weekly banking of all processed cheques and cash. A request to Kamar to make the credit balance on student files stand out was acknowledged and now appears in yellow if a credit is showing. Kamar continues to challenge us with some of its applications but the Kamar Helpdesk has been central to many of the tasks to date being made available for reporting. Their staff are very knowledgeable and keen to resolve issues. The time commitment has at times been stressful, with many hours spent adapting reports to suit Hagley’s unique student population. Unlike most schools, our new enrolments are not only Year 9 students and the leavers are not just Year 13 students. Kamar staff were able to help with the withdrawal of all students who had not enrolled for the following year. The College ICT department no longer rolls all students into the following year in Term 3 in preparation for re-‐enrolment as this resulted in inaccurate data when identifying students who were leaving. Students are now entered as they re-‐enrol into the following year. With Kamar’s help, ICT identify those students who have not re-‐enrolled and withdraw them at the end of the year. The Kamar User Group – Directors of Students, Programmes and Enrolment, NCEA Administrator, ICT Manager, HOD of Music and Office Assistant – meet each month to discuss issues and updates relating to Kamar within the College. Kamar Champions represent individual departments within the College. The elected staff member has the responsibility of being the first-‐person staff in their department to go to with questions on the use of Kamar, and they are also responsible for instructing the basics of Kamar to any new staff member in their department. If the elected staff member is unable to help, they have the opportunity to seek one of the group members for further assistance. It is hoped this team sharing of ideas will ensure staff have greater confidence in the use of Kamar and its applications. Workshops have also been discussed, which would be driven by staff requests, and is seen as a way of keeping staff involved in what is required to keep Kamar data current and robust. March 1 Return The following table illustrates the breakdown of the return as it is sent to the MOE. This printout has come directly from the Student Management System, Kamar. It shows the numbers of students in each year level, numbers of part time students, adult students and fee-‐paying students. Column 5 shows the number of students eligible for Ministry funding – a total of 589.6 male students and 781.7 female students, with a grand total of 1371.3 FTE students.

FT Regular

PT Regular

FT Adult

PT Adult

Eligible Students

CTC

A/Ed

Year

102

2.0

4.1

102

135

60.7

53.6

Total

361

412

62.7

57.7

FTE Fee-‐Payers

Total Number of Students

43.0

56.0

43.0

56.0

99.0

54.0

51.0

56.0

51.0

107.0

76.0

68.0

78.0

69.0

147.0

88.0

106.1

4.2

1.0

93.2

106.1

199.3

130

77.5

179.2

317.2

497.8

1.2

0.8

1.0

319.4

499.6

819.0

130

77.5

179.2

578.2

778.9

6.2

5.0

2.0

1.0

589.6

781.7

1371.3

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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Once the March return exercise is completed, it is possible to analyse student numbers further to show the number of students per department and then per class within departments. These figures are very useful in setting funding and staffing levels for departments, and have the potential to be used in a formal way to decide staffing levels for the following year. By October of each year the MOE put out predictions for the following year’s roll based on the July 1 return. If this prediction forecasts a roll drop, the roll analysis will be used to show which areas of the College roll are declining and therefore where staffing can be lost. This would be done through the established CAPNA process (Curriculum and Pastoral Needs Analysis) but using the College’s roll analysis. A full analysis of the College roll is undertaken in the Programmes portfolio and is reported fully in Section 1 of the Annual Performance Report. Over the last 17 years the College roll has increased from 1238 FTE students in 1998 to 1371.3 FTE students in 2015. This represents a 10.78% increase over this time period. From the graph it can be seen that Hagley Community College has had periods of stability followed by periods of growth. What is interesting to note is that the trend is for the College roll to increase over time with each stable period having higher student numbers than the previous one.

College FTE Roll -‐ 1 March 1997 -‐ 2015 1800 1600 1400

1238

1200

1314

1350

1999

2000

1428

1480

1426 1262

1242

1287

2004

2005

2006

1226

1211

2007

2008

1321

1453

1581 1313

1341

1304

2012

2013

2014

1371

1009

1000 800 600 400 200 0 1997

1998

2001

2002

2003

2009

2010

2011

2015

Enrolment Portfolio -‐ Hagley Community College Performance Report 2015

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page

Information Technology

Table of Contents

Vision for ICT .................................................................................................................................................................................................................................................................................... 23

The ICT Building Foundation ............................................................................................................................................................................................................................................................ 23

Key Educational Areas for Engagement ........................................................................................................................................................................................................................................... 24

PRIMARY GOAL ................................................................................................................................................................................................................................................................................... 25

Critical Success Factors .................................................................................................................................................................................................................................................................... 25

ROBUST ICT INFRASTRUCTURE ........................................................................................................................................................................................................................................................ 26

Network Infrastructure .................................................................................................................................................................................................................................................................... 26

Services and Applications ................................................................................................................................................................................................................................................................ 28

Building on Current Security ............................................................................................................................................................................................................................................................ 28

ACCESS TO ICT ..................................................................................................................................................................................................................................................................................... 30

Access Device Provision ................................................................................................................................................................................................................................................................... 30

Anywhere/Anytime Access .............................................................................................................................................................................................................................................................. 31

Access for the Wider Community .................................................................................................................................................................................................................................................... 31

E-‐LEARNING AND PERSONALISATION ............................................................................................................................................................................................................................................ 32

Strategies for e-‐Learning and Personalisation ................................................................................................................................................................................................................................. 32

ICT PROCESSES AND PEOPLE ............................................................................................................................................................................................................................................................ 33 RESEARCH, EVALUATE & REVIEW ................................................................................................................................................................................................................................................... 33 SUPPORT AND BUSINESS SERVICES ................................................................................................................................................................................................................................................ 34

ICT -‐ Hagley College Performance Report 2015

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INTRODUCTION Hagley College has a clear vision for the future. Our vision states that, ‘The College will be a leader in creating innovative learning environments that provide dynamic learning experiences for students within our cohesive learning networks and supported by robust learning infrastructures. We do this to enhance individual student success, achievement and a desire for lifelong learning’. There are three key infrastructures within the College that support our core business: financial planning; enrolment; and information and communication technologies (ICT). Vision for ICT Our vision for ICT at Hagley College is to become a leading school in digital education where the ICT service effectively supports learners and teachers, giving them every opportunity to use ICT to enhance and personalise their learning and teaching in all areas of their daily life and encourages innovative practice. This vision is purposely aspirational in that ICT is constantly moving forwards and thus the demands made by the learner and educator will also increase. This means that as a leading college we would seamlessly integrate e-‐learning, teaching and administration systems across the whole College. ICT planning would be continuous, reflective and proactive and would be embedded in all College planning. ICT leadership would be flexible, outward looking and diffused throughout the College. The College would have a professional learning culture that reflects and contributes to the College and systems strategic policies and is predicated on on-‐going innovative and reflective practice. Staff would regularly participate in and lead local and larger professional learning networks. ICT access would be available to members of the College community to support communication with learning communities within and outside the College. The College would actively foster a culture of informed, responsible inquiry and communication with ICT. The College would embed systems for staff and students to access, use, re-‐purpose and critically review quality assured digital learning and teaching resources that contribute to curriculum differentiation and extend and personalise learning for individuals and groups. Staff and students would have access to a range of ICT-‐based assessment and monitoring tools that extend learning in all learning areas and are linked to an integrated electronic system of recording student achievement. Students would be confident, engaged e-‐learners who make intuitive connections between ICT and their learning through the culture of e-‐learning within the College. The College would provide ubiquitous and differentiated access to a secure integrated comprehensive student records system for all members of the College community. The system would be used proactively to facilitate problem-‐solving. Interoperable ICT systems would be used across the College to improve the quality of school business and remove duplication. The ICT systems, resources, infrastructure and maintenance programmes would be guided by continuous review and proactive strategic planning to ensure that they meet current and future College ICT demands. Hagley College has embarked upon the journey to achieve this vision. The ICT Building Foundation Of primary importance to any ICT strategy is the College’s ICT infrastructure. This ICT infrastructure provides the technology foundation within the College. It enables students, teachers and school staff to access a wide range of tools, services and digital resources to support teaching, learning and school administration. There is a requirement inherent in our vision statement for the ICT infrastructure to be robust and there are several underlying principles that need to be adopted in order for Hagley College to continue its commitment to meeting the vision. • Reliability -‐ Hagley’s ICT infrastructure must be reliable, providing a positive learning and user experience. • Coherence -‐ Hagley needs to ensure ICT coherence by implementing ICT technologies that wherever and whenever possible work together, and of course fit with the overall ICT vision. This coherence needs to be applied equally to access devices and services running on Hagley’s infrastructure and to remotely hosted/accessed services. • Standards Based -‐ wherever and whenever possible Hagley’s ICT acquisitions will need to be based on known and ratified standards (preferably open standards). • Affordability and Sustainability -‐ Hagley needs to be able to afford the infrastructure it provides without limiting other important areas of Hagley’s commitments, and be able to sustain the level of monetary and resource commitment to upkeep the infrastructure over a number of years. ICT -‐ Hagley College Performance Report 2015

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• •

Planning -‐ it is essential that upgrades or enhancements to Hagley’s current infrastructure are planned and led by educational/business requirements rather than focused on perceived technical requirements and benefits. Management and Support -‐ any new Infrastructure needs to be managed and supported by a professional team of staff who are well resourced and focused on improving the overall ICT service.

The College’s ICT infrastructure typically has many hundreds of interconnected technology components. The four key categories of our ICT infrastructure are: access devices; network infrastructure; application and services; and support resources. 1. Access Devices: Access devices are the items of ICT equipment (including the associated operating software) that are directly used by students, teachers and College support staff. This equipment includes the following types of access devices: desktop computers; laptops and ultra-‐mobile laptops; tablet computers and ‘smart’ devices. This can also describe any device owned by a College user that is brought to College to aide with their work, learning or teaching. 2. Network Infrastructure: Network infrastructure connects the access devices in the College to the required tools, services and digital resources. Many of these tools, services and digital resources will be external to the College. The network infrastructure components include: internal communications services, cabling and equipment; telecommunications services; server computers and associated storage devices; environmental management equipment; operating software for server computers; communications equipment and related hardware. 3. Application and Services: Application and services provide specific functionality for teaching, learning or administration. The application and services required by Hagley College include: content management systems; learning systems; finance and assets systems; staff and student management systems; and assessment and reporting systems. Application and services can be hosted within a school or within a regional or central facility. The general goal is to be able to access applications and services from any access device and from any location providing that the user has the correct security credentials to do so. 4. Support Resources: The resources that support ICT infrastructure are: people and skills; processes; externally provided services; and financial resources. This infrastructure is detailed in a paper on ‘The ICT Learning Architecture’ referenced from the ‘Learning Architecture Framework – Learning in an Online World’ (MCEETYA). The focus of the learning architecture is to deliver learner-‐centred schooling anywhere, anytime, by designing the connection between curriculum and administration, inside and outside the College system. It is vitally important that the ICT infrastructure supports the College’s vision, goals, priorities and needs for teaching, learning and administration, as described in key plans, including the College’s overall strategic plan (Charter) and ICT development plan. Key Educational Areas for Engagement In this educational context it is important to relate the role of information and communication technologies (ICT) to key elements of quality schooling (Digital Education – Making Change Happen: Ministerial Council on Education, Employment, Training and Youth Affairs) and to establish a framework for why we want to engage in the technologies and to help guide self-‐review and evaluation in ICT.

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The following ten elements are areas where technologies can make a significant contribution to the quality of schooling in Hagley College: • Personalising and extending learning – the College’s capacity to use ICT to extend and differentiate student learning opportunities, and to support students to manage and direct their own learning. • Enabling leadership – the ways in which College leadership establishes the ICT vision for the College and supports all aspects of implementation and change-‐management across the College. • Supporting professional learning – the College’s planning for and implementation of professional learning that contributes to improved teacher quality and the integration of ICT in curriculum, pedagogy, assessment and administration. • Connecting learning beyond the school – the College’s use of ICT to support communication and collaboration with the wider College community, and to connect staff to external knowledge and learning networks. • Improving assessment and reporting – the ways the College collects, collates and communicates student assessment data to inform learning design and to report on student achievement. • Developing, measuring and monitoring digital literacies – how the College supports and collects evidence of students’ confidence, engagement and skill in using ICT, and uses this data to improve learning programmes. • Accessing and utilising student information – the College’s use of ICT to manage all student information as a single, integrated, interoperable system across the College, for efficient communication with external bodies and institutions. • Providing, accessing and managing teaching and learning resources – the College’s systems for planning for, selecting, creating, storing, retrieving, and making use of digital learning and teaching resources in all learning areas across the College. • Automating business processes – the College’s planning and implementation of ICT systems across the whole College and how they support and improve the College’s business processes. • Providing reliable infrastructure – the College’s planning, implementation, on-‐going maintenance and development of ICT infrastructure that meets the full range of learning, teaching and administrative needs across the College. PRIMARY GOAL An ICT service that effectively supports learners and teachers, giving them every opportunity to use ICT to enhance and personalise their learning and teaching in all areas of their daily life and encourages innovative practice. This portfolio has the following key outcomes: Critical Success Factors 1. Implement and maintain a robust network infrastructure and the associated applications and services that are reliable, coherent, sustainable, managed and supported. 2. Establish and implement a plan to improve and increase access to ICT and ICT services and applications at Hagley. 3. Establish a culture whereby e-‐learning and personalisation are an embedded part of Hagley life. 4. Establish a structural description of the ICT processes and people required to drive the development of the systems and technologies to achieve the vision of ICT for Hagley. 5. Establish and implement a culture of researching, evaluating and reviewing hardware, software, business processes and ICT educational practice. 6. Implement plans for improving services and processes that support the learners and educators. This review of the ICT Portfolio reports on the performance of the College across all these key outcomes for 2014. ICT -‐ Hagley College Performance Report 2015

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From a policy and planning perspective the primary goal and critical success factors for ICT were identified in the success criteria of Hagley College’s ICT development plan. This five year plan was completed in 2010 and is used extensively by ICT services to help to guide the College to become a leader in educational ICT and aid the College to achieve its vision for ICT. Since writing the College’s five year ICT development plan the Ministry of Education has produced an e-‐Learning Planning Framework in order to help schools and teachers measure their e-‐learning capability. The framework defines four phases (Emerging, Engaging, Extending and Empowering) and five dimensions (Leadership and Strategic Direction, Professional Learning, Teaching and Learning, Technologies and Infrastructure, Beyond the Classroom). Work has been carried out by the ICT Director to try and align this portfolio’s success criteria to the e-‐Learning Planning Framework. For the most part, Hagley would be seen as an “Extending -‐ Empowering” school in terms of ICT and e-‐learning although there is work to be done in some areas. This portfolio will now report against the six key areas set out in the five year development plan: • A robust ICT infrastructure • Access to ICT • E-‐learning and personalisation • ICT processes and people • Research, evaluate and review • Support and business processes ROBUST ICT INFRASTRUCTURE The implementation and maintenance of a robust network infrastructure and the associated applications, services and security requirements is a key component for leading the College forwards towards its vision for ICT. In 2012-‐2013 this portfolio noted that over that period many more users were concurrently accessing resources using Hagley’s network and thus placing greater demands on the College’s network infrastructure. This trend has continued with many more students bringing in their own devices and accessing the College’s wireless infrastructure. These demands are likely to continue to increase with the pronounced emphasis placed on fast access to and storage of a wider range of multimedia-‐based resources and the increasing number of access devices within the College ICT environment. Network Infrastructure The College currently supports network access from every building in the College often with in excess of a thousand access devices on the College network at any given time. The network infrastructure is continuing to meet the increasing demands placed on it by the increased number of access devices and increased amounts of digital resources. It has continually been recognised in the yearly ICT portfolio reports that regular improvements would be needed to the ICT infrastructure ICT services has responded this year by continuing to upgrade several vital network components as well as adding additional Infrastructure hardware to support specific areas of the college e.g. Art. This is very much an ongoing task though and it is expected that each year improvements and updates will need to be carried out in order for the College to retain the excellent infrastructure it has built. This year, as with all previous years since 2010, the ICT services team has supported more access devices than they ever have done although much work has taken place to try and consolidate the different variety of devices. Whilst a wide variety of devices and platforms offers choice to the end user it also can lead to frustration to the end user as management of the devices becomes more complex and access to services from different devices may not offer the same end user experience.

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The number of services and applications used from web resources has increased again this year especially with the college’s Office365 services, and thus, the demands placed on the network infrastructure continued to increase accordingly. Expectations that equipment and services will work first time and every time remain high. Whilst this increases the demands placed on the ICT services team and the network infrastructure it also means that users’ confidence of Hagley having a robust ICT Infrastructure remains high. As reported previously, the ICT services team also face greater challenges at Hagley College than do many other schools in that there is very little time when the network is not being used by members of the College (whether from within the College or outside of it) due to the nature of the College’s learning environment. This means that the chances of network downtime when new features can be tested in isolation of ICT users are very low. Even with these further challenges, this year has continued to see the College’s network infrastructure as a resilient one with downtime kept to a minimum despite multiple upgrades being made to the infrastructure and associated services. With the constant demands placed on the network infrastructure the ICT services team regularly reviews what is in place and proactively plans for future changes and enhancements. Many of the changes are fully financed by the college but there have been opportunities this year for the college to benefit from Ministry financed improvements. 2014 Highlights: • The additional server host mentioned in the 2013-‐2014 ICT Portfolio report is now fully operational. This will allow ICT services to have capacity to move virtual servers more easily and with less impact on users. • As planned, a further server cabinet was put in place within an area of the college that house part of ICT Service’s data back-‐up facilities. This should better protect the file servers and increase their lifespan now that they are free of both user physical interference and e.g. dust • The college joined the N4L ministry funded Internet service. This service so far has been found to be very reliable and offer end-‐users high availability for Internet services. The legacy connection to a commercial Internet provider has been retained however, to offer seamless fail-‐over should the N4L service fail. This legacy service will continue to be retained although the capabilities of the service and thus the associated costs will most likely be scaled down in future. • The College’s Bring Your Own Device (BYOD) program, which allows any Year 12-‐13 student and approved Year 9-‐11 users, to bring in their own device, has continued to be successful with very high reliability of the wireless network for those users and teachers becoming more accepting of users wanting to use their own device in the classroom. • ICT Services purchased commercial level network monitoring software which is viewed via multiple large screens in the ICT Services offices. This software enables ICT services to be alerted immediately should any key ICT Infrastructure fail or run into difficulties. This means that ICT Services can frequently fix a problem or put in contingency plans before any end-‐user has even noticed any service difficulties • The end of 2014 saw the work for the new School of Animation taking place. This was quite an undertaking for ICT Services (and work will continue into 2015) as not only did all the end-‐user hardware have to be purchased and set up for Hagley users appropriately but network hardware and associated cabling was non-‐existent or inappropriate to the needs of the course in the assigned room. The functional and technical requirements on the end-‐user equipment were higher or different to anything experienced before at Hagley • The room which housed the ICT suite that was in the main block has now been given over to the new School of Apps course. This meant that ICT Services had to carry out a complete overhaul of that room to remove cabling and make safe removed electrical outlets well as relocating all the computers that were in that suite and organising better located electrical power points. • The commitment to offer large TV screens in place of data projectors has continued with large screens now in all rooms within the new Canterbury University Program course block, Drama, Animation, School of Apps, Whanau, several ESOL classrooms and the Social Sciences seminar space. Some rooms which are better suited to data projectors have had upgrades with data projectors being ceiling mounted and cabling trunked to places much more convenient for teachers (e.g. Commerce).

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Services and Applications The College continues to have a very wide range of services and applications available to learners, teachers and support staff. The services and applications range from office packages, photo and movie editing packages to email and internet services. In addition, many access devices have access to subject specific software packages. The challenge for the College continues to be that of offering continual support for those widely used applications and services, whilst looking for ways to make the services and applications suitable and relevant to the user base as well as financially sustainable for the College. The ICT services team has, over recent years, tried to ensure that all learners and educators are able to access appropriate curriculum resources from all access devices in the College. This trend for centrally based services and applications has continued in 2014 and, with a few exceptions, the College has been successful in this. Notable and unavoidable exceptions concern such applications that are specific to a certain ICT platform or need particularly powerful access devices to run e.g. Adobe Creative Cloud suite and Apple Garageband Whilst many services and applications are hosted within Hagley’s network, others that are used by the College’s users are hosted on the internet. The ICT services team controls some of these services (e.g. email), whilst support with other web-‐based tools (outside of Hagley’s immediate control) is also often offered by the ICT team. The trend that was noted in 2013-‐2014 for an increase in the variety of web-‐based tools and the demand for the associated support has continued. • 2014 Highlights: • Many students and staff make use of the Adobe set of software design tools. ICT Services has successfully rolled out a major upgrade to the Adobe suite of tools and these are now available in multiple locations on a variety of access devices. • 2014 has seen a steady increase in the number of teachers and hence students using the online storage provided by the college via the Office365 service. Additionally newer tools to the college such as OneNote has seen a dramatic increase in both interest and usage. • Multiple services have been added to the portfolio of ICT services in 2014 including the ability for users to find currently available computers in the college. Additionally, ICT services is now able to track and record the use of all Windows based computers as well as recall the use of any individual or group of computers for any given period • A new web Portal for students was introduced for the start of the 2015 year. This not only allows students to access their Office365 tools and other college provided online tools very easily it also provides the student with the opportunity to review the college’s new Digital Citizenship Agreement whenever they want. • Multiple Office365 Sites have been built for use both by classes and groups of teachers. These sites allow a teacher to provide documentation, resource links, and discussion groups for their class as well as for students to hand-‐in work for review and assessment. • 2014 saw a significant enhancement to the College-‐wide single password system that was introduced in 2013-‐2014. This now means that when a user is logged on to a college computer he/she only needs to enter their email details to be automatically signed in to their Office365 services. • Due to a change in printing requirements ICT Services implemented a new print management solution across the college at the end of 2014. This was a large task but was carried out with few changes/difficulties for end users. The college can now, when needed, provide print services for students who bring their own device. This particular print from BYOD functionality is currently being used by Canterbury University Programme, School of Apps, and Early Childhood Education as well as to a number of students in Learning Support. Building on Current Security As a large organisation Hagley College has a wide range of ICT security commitments. This includes the College’s ICT hardware, the security and integrity of data and digital resources that reside within the College’s domain, and ICT users being offered a high level of protection against inappropriate confident and unsolicited contacts. Over recent years the College has taken steps to ensure, as far as is practically possible, that its ICT hardware assets, ranging from small access devices through to devices, its servers and data repositories, are protected from damage or theft.

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The College carries responsibility for storing very large quantities of data and digital resources, including learners’ and teachers’ work, administration data and financial data. As the demands for storing data and digital resources are ever changing the College continues to invest resources into providing high quality ICT data storage and processes to ensure that data is recoverable in the event of equipment failure or disaster. Some of this data storage is now online via the Office 365 service. In addition, the College has a responsibility to protect its ICT users (especially its learners) from access to inappropriate data that could be received via many routes but especially the internet or email. The College is continually taking steps to ensure that ICT users are confident that they are protected from access to or distribution of inappropriate content and from unsolicited contacts. With such a high reliance on digital resources the ICT services team regularly revisit the current ICT security plans and policies. 2014 Highlights: • Last year it was reported that Teacher Macbooks are now backed up to the College’s file servers as soon as a teacher’s MacBook is logged onto the College network. This has proved invaluable on at least two occasions in 2014 when ICT Services were able to easily reinstate ‘lost’ work. This facility has also provided users with reassurances that should events lead to lost or mislaid work the work can be reinstated with relative ease • 2014 also saw a complete overhaul of the current ICT user policy and its replacement by the College’s Digital Citizenship Agreement which end users can access direct from the new ICT Services web portal. • Wifi security and usage was changed to allow a user easier access to Wifi on their own device whilst maintaining the high levels of security currently in place • The physical security of Art computers was changed to provide a more aesthetically pleasing and practical solution whilst still maintain a high level of security. • A replacement Off-‐site back-‐up facility solution has been put into place for Kamar and Musac data. The data is encrypted before it leaves the college to ensure data integrity Looking forwards to 2015: • Despite SNUP Lite being planned to take place 2013-‐2014 it now looks certain that this network upgrade will take place in 2015 • Some of the current ICT suites will have a network upgrade to make current physical movement around those spaces more practical • New Uninterruptable Power Supplies (UPS) will be installed for both Hagley’s back-‐up file server facilities. • Enhancements to some of the School of Animation requirements will take place as well as a monitoring of their new network infrastructure • ICT services will look to implement Microsoft System Centre to aid with centralised IT management • A new commercial partner will be sought for investigating the correct phone system upgrade and if financially feasible a new system will be put in place • The College will monitor the new Network for Learning (N4L) Internet connection and look to downgrade the legacy back-‐up service. ICT services will look to have a major overhaul of its ICT asset management system and procedures

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ACCESS TO ICT One of the major challenges that the College faces in terms of ICT remains that of providing a greater access to the College’s ICT services. The challenges are generalised in terms of: Access device provision; anywhere/anytime access; access for the wider community (e.g. parents and caregivers). The College owns a high number of devices for student use and their function and form are also diverse. Whilst the College is still committed to improving access to College-‐owned devices for students it also recognises the importance of personal ownership of a device and thus encourages Year 12 and 13 students to bring in their own device. Access Device Provision E-‐learning and the support of e-‐learning require a massive investment in ICT assets for use by all users, both inside classrooms and outside the normal College day. The College makes use of ICT suites, fixed desktop computers, laptops and highly portable small access devices as well as students’ own devices. The following table summarises access to devices for students. Type of student device Total numbers* PC Desktops

140

PC Laptops 342 ** Apple Desktops 102 Apple Laptops 36 Other Mobile Devices 110 Total 730 * Not including Hagley Adult Literacy Centre or Preschool devices **This figure was incorrectly reported in 2013 Numbers of computing devices for staff have stayed fairly constant over the last two to three years but with a shift from desktop devices to mobile access devices. The following table itemises staff access devices: This gives a total of over 900 access devices in the College available for use. The College has Type of staff device Total Numbers * continued to purchase some of the end of lease TELA laptops when they are in good condition Staff Laptops 123 and represent good value for money for the College. Whilst the College did increase the Support Staff Desktops 20 number of access devices available to students and staff in 2014 there continue to be no plans Staff iPads/cell phones 20 to greatly increase the number of student machines in 2015 available within and owned by the Department Support 20 College. Indeed, some of the increase is due to a small number of devices being retained for a Computers further year and not being phased out as planned. The practical ratio of students to access Total 183 devices is less than 2:1. This is a very healthy ratio and with the number of students starting to bring in their own devices the ratio will be higher. *Doesn’t include Hagley Adult Literacy Centre or Preschool devices The uptake of BYOD by both students and staff has continued to increase with numbers of registered BYOD devices now in excess of 1000 (although the number of active devices is estimated to be approximately 500). Whilst a high majority of these devices comprise of smartphones it is encouraging to see the general trend in students able to bring their own internet capable device to College. It is hoped that students subscribing to BYOD will increase and the focus for the ICT services team will continue to shift to supportive technologies for students with BYOD. ICT -‐ Hagley College Performance Report 2015

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Anywhere/Anytime Access Part of the challenge for any 21st century school is to allow access to appropriate digital resources and data anywhere the user requires access and at anytime. In 2010, this was identified as one of the key challenges over the next few years for the College. Success here will mean that the ICT user is able to continue with their learning and work wherever it is suitable within the College and, for learners especially, to continue their learning after normal College hours. Within the College there are access devices available to all students outside of normal lesson hours in such places as the Library and the Library classroom. Indeed, the Library itself is open for student use until 8.00 pm every night except Fridays. All users now have access to College email, online document storage and Office tools via the Office 365 service. This is in addition to the previously reported tools for learning management and e-‐Portfolio. This is an important step forwards for the College especially for students as they bring their own devices into college. Using the online version of tools provided by the College, students with their own devices will have access to the same set of Office tools as do those using College owned devices. The College has continued to develop its use of online tools and services that offer both students and staff access to resources (both personally created and general resources) from wherever they are located and using almost any online capable device. Users can create, edit, communicate their ideas and collaborate upon work using a variety of methods e.g. Office 365 tools. After login improvements made last year to the College’s online services being accessible by a single set of credentials, the start of 2015 saw the introduction of single sign on to Office 365 services. This means that once credentials are offered to a device initially, all other Office 365 services are automatically logged in. Access for the Wider Community Many families want to support their students in their life at Hagley College. Regular contact with the College and the activities it undertakes to support students is an obvious way to help achieve this. ICT can aide this support process by providing an extra level of communication to families. For example, by providing access to services from home for students, the College will need to provide access to pertinent learning and administration materials for caregivers so that they can help support their learners. 2014 Highlights: • Due to one of the ICT Suites being used for the School of Apps course the computers from this room were moved to replace the ageing iMacs in X3. These newer model machines should provide a much better experience for Design and Journalism students in the daytime and Photography students in the evenings • ICT Services collaborated with the English department to use some of the older but still serviceable Sony laptops to all be placed within English department for students’ use. Whilst it is unlikely that all these laptops will be able to be replaced as they fail (financial constraints) in the short to mid-‐term this will give English students a higher ratio of devices to students than thought possible at the beginning of the year. Those departments with the serviceable Sony laptops had them replaced with a new laptop. • All the iMacs in Art were upgraded to later models. The high majority of the end of lease Art iMacs were bought at the end of lease and were used to upgrade the IMacs in Film and Music • The music department have continued to take advantage of end of lease Teacher MacBook Laptops which were bought by ICT Services. These laptops get upgraded as and when the ex-‐lease laptops become available. Purchasing MacBooks in this manner has been found to be an effective and sustainable way of offering students MacBooks • ICT Services purchased and made available a further 75 laptops for student use. Most of these are for replacements of older Sony laptops whilst others were placed in departments where access devices were in short supply e.g. the PE department • There has been also been an increase in the number of iPads available to students this year mainly in the areas of Tourism, PE and the Passport course. • The Passport Course is Hagley’s first course where the students are provided with a mobile device that is treated as their own for the duration of their time at Hagley. This should help 24/7 access for those students and help to personalise their learning

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Looking forwards to 2015: • ICT Services will continue to monitor computer availability for students and purchase or reassign computers when appropriate • ICT services will continue to encourage and teach end users about the anytime/anywhere access advantages of using the Office365 service • The gradual move away from Apple Mac environment to Windows environment (currently a lower total cost of ownership for the college) will continue with an emphasis on teachers’ laptops E-‐LEARNING AND PERSONALISATION E-‐learning in its simplest sense refers to using ICT to enhance learning. All learning activities that involve students using an access device could be classed as e-‐learning. However, for e-‐learning to be effective, activities need to be planned to include digital resources and time set aside to guide the student in accessing the digital resources. Personalisation, in an e-‐learning and simplest sense, is allowing students to use ICT when and where they choose to help guide their learning. Students at the College are getting access to a wide range of ICT equipment and services, and the College commitment to providing high class ICT resources is well justified. Strategies for e-‐Learning and Personalisation 2014 Highlights: • Every member of the ICT services team has continued to assist multiple classes in their classrooms with e-‐learning support (as well as technical support) allowing the teacher to explore new ideas with extra skilled support. • The Director of ICT and the college Principal attended an international e-‐learning conference in Australia that has allowed the College to analyse where it is positioned with respect to e-‐learning and resources compared with other schools in both New Zealand and Australia, as well as enhance the skills of the ICT services team. Out of this conference came the idea for the School of Apps course. • Multiple other seminars and conferences were attended by both teachers and support staff both locally and nationally. These events covered ICT equipment and planning, eLearning and e-‐portfolios, use of Office365, school management system training. • Training for use of Office 365 in the classroom has taken place with multiple teachers. This has allowed their students to keep better track of their work and documents and teachers track their students’ learning. • The Passport course within Social Sciences is the first course to allow each student personal ownership of a device for the time they are part of that course. This means that students will use a college owned iPad in all their lessons and will have the opportunity to take their personal iPad home with them to continue their learning. Looking forwards to 2015: • The ICT services team will continue to encourage and train teachers to use and apply the Office 365 tools in the classroom to foster anytime/anywhere learning and collaboration. • ICT services will continue to look at ways of using Office 365 as a high level learning management set of tools allowing both teachers and learners a personalised and organised platform for their activities. • ICT Services will proactively seek to support all new Year 9 classes and new entrants in some of the School within schools courses to ensure that those students start using services and file storage from their Office365 accounts so as to improve 24/7 access to work and services for those students

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ICT PROCESSES AND PEOPLE Appropriate processes and staffing within the ICT services team at Hagley College ensure that a first-‐class ICT environment can be maintained and e-‐learning enhanced. As previously mentioned, the ICT services team is now looking after more access devices and data than before, as well as responding to a very high level of requests for support. Maintaining the appropriate level of staffing to meet new demands and keeping up with the new skills required to handle such changes as new access devices is a key ingredient in keeping the College’s ICT service operating at an optimal level. The processes that support the ICT service are also of paramount importance. Without key processes in place the College will still move forwards in terms of ICT, but that move may well be a less coherent and unsustainable one. 2014 Highlights: • The College is further along the path of meeting its ICT vision although it needs to be recognised that with the fast changing worlds of ICT and learning there is never likely to be an end point. • 2014 again saw a revisiting and reviewing of the ICT five year development plan to ensure everything was moving forwards as required. This portfolio report has been based on the success criteria and strategies from the five year development plan. • This portfolio’s development plan was again compared and aligned to the dimensions and phases in the Ministry of Education’s e-‐Learning Planning Framework wherever possible and practical • The plans started in 2012-‐2013 by the ICT Director to purchase rather than lease the new devices have now been realised with all devices (bar Teacher Laptop Scheme devices) being owned outright by the college. Most of these devices will be used effectively well beyond the 3 year lease lifecycle that was in place in previous years. • The Ministry-‐supported SNUP Lite programme was started in terms of early planning and documenting the changes needed. The college is now very close to agreeing the proposed changes and these should take effect in 2015. • The programme that allow students and teachers to see when a College-‐owned computer is available (and its location) passed the test phase and is now in use Looking forwards to 2015: • Documentation for a complete ICT Support programme is steadily being put into place. More work will take place on this in 2015 • The ICT Director will plan to again realign roles with the high possibility of two changes to the ICT Services team next year. • IT asset management is still something that ICT Services need to improve upon. This area will be worked on to improve current practice RESEARCH, EVALUATE & REVIEW In ICT, the process of researching, evaluating and reviewing is a very important one. This process needs to encapsulate hardware, software, business processes and ICT educational practice. With this process in place, the College can make sure that they always have the tools that will best allow them to support learners and e-‐learning. In any given year there are a multitude of new devices and services offered by commercial and non-‐commercial organisations. Many of these may look like a very good investment and offer a new way forwards in educational ICT. The ICT services team meet suppliers of equipment and services on a regular basis as well as purchase small numbers of new devices to evaluate whether those tools and services offer the College another way forwards in meeting its vision for ICT, and whether such purchases are sustainable if implemented on a larger scale. The ICT services team engages the help of students and teachers where appropriate to help them evaluate a particular solution.

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2014 Highlights: • A much more user friendly way for students to access Wi-‐Fi on their own devices was researched and the solution was in place for the start of the 2015 college year. • Ways of predicting student attendance based on e.g. weather patterns was researched and a prototype model put in to place. This is a very complex area and will need further investigations before any deployment takes place • A model for recording and subsequently predicting student ‘happiness’ was investigated and is ready for rollout upon approval from SMT and the Pastoral team • A number of new touchscreen tablets were borrowed from suppliers for review. The college subsequently invested in approximately 80 of the best value for money of these new devices • Two members of the ICT Services team regularly meet with other ICT Directors from Christchurch to review progress made so far with the Office 365 service and evaluate new features and new ways of implementing based on other schools’ experiences Looking forwards to 2015: • Once approval is given the student ‘happiness’ database will be put into action. • Further research and evaluation of a new phone system will take place hopefully culminating in a roll-‐out of a new system • Research will take place into two potentially new services. The first is for auto-‐timetabling to try and reduce the number of hours traditionally spent on this activity and the second is for a way for teachers to dynamically control the use of the Internet whilst students are in class-‐time. • A review of those teachers who have progressed to using the Office365 service for themselves and their classes will take place. This will help guide ICT Services to where teacher and student support is best given for the next 12 months SUPPORT AND BUSINESS SERVICES As a large College with a diverse range of educational opportunities, the need to provide ICT support and solutions for its support services and business processes is very important. The College has a wide variety of activities ongoing throughout the year that provide their own challenges in terms of ICT in addition to the direct e-‐learning ICT needs and activities. 2014 Highlights: • The college’s phone service has now been moved to one supplier to take advantages of the significant cost savings that take place when fixed and cell phones are contracted with the same supplier. • New relationships were set up between the college and several commercial suppliers. Strong relationships with commercial suppliers is very important in order to receive the levels of service needed for the college and to achieve the best prices possible. Looking forwards to 2015: • Finalise a better financial deal for the College’s paper requirements (this aim has been moved forwards from 2014) • ICT services will look to the possibilities of automating the timetabling system and rationalise the current arrangements with regards security camera management

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page

Financial Planning

Table of Contents

INTRODUCTION .................................................................................................................................................................................................................................................................................. 37 PRIMARY GOAL ................................................................................................................................................................................................................................................................................... 38 PORTFOLIO FINANCIAL PRIORITIES 2014 ....................................................................................................................................................................................................................................... 38 FINANCIAL PERFORMANCE SUMMARY ......................................................................................................................................................................................................................................... 39 Based on DRAFT (unaudited) 2014 Financial Statements ................................................................................................................................................................................................................. 39 Students Enrolled .............................................................................................................................................................................................................................................................................. 39 Domestic Students ............................................................................................................................................................................................................................................................................ 39 Overseas Students ............................................................................................................................................................................................................................................................................ 39 Total .................................................................................................................................................................................................................................................................................................. 39

MANAGED EXPENDITURE ................................................................................................................................................................................................................................................................. 42 FINANCIAL EFFECTIVENESS ............................................................................................................................................................................................................................................................... 42 1. Curriculum Results ........................................................................................................................................................................................................................................................................ 43 2. Café ............................................................................................................................................................................................................................................................................................... 43 3. Hagley Community College Preschool Trust ................................................................................................................................................................................................................................. 43 Finance Team .................................................................................................................................................................................................................................................................................... 44

AUDITED FINANCIAL DATA ............................................................................................................................................................................................................................................................... 44 EXTERNAL FUNDING .......................................................................................................................................................................................................................................................................... 45 KEY FINANCIAL TARGETS FOR 2015 ................................................................................................................................................................................................................................................ 45

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INTRODUCTION The College is a state owned institution which is primarily resourced by government funds. Accountability for financial management to both the government and the College's community is required to be in accordance with the provisions of the Public (Sector) Finance Act (1989) and the Education Act (1989) and their subsequent amendments. Section 64 of the Education Act 1989 places responsibility for the management, organisation and administration of the College on the Board of Trustees. Section 66 of the Act allows a Board to create special committees and delegate any of its powers or functions to those committees. Section 67 of the Act allows a Board to delegate any of its powers or functions to its employees. The Board has delegated responsibilities and these are documented in the ‘Schedule of Delegated Authorities’. There are five important areas of delegated authorities that support the financial management of the College. The roles and responsibilities of these five areas are described below: 1. Board of Trustees: The Board of Trustees retains primary responsibility for the overall financial management of the College in accordance with governance obligations. 2. BOT Finance Committee: The BOT has created the Finance Committee to take responsibility for overseeing the day-‐to-‐day management of the College’s financial resources, commitments and obligations. The committee shall oversee the preparation of budgets, monitor the collection of revenue, monitor expenditure and provide advice to the BOT and to the Principal on financial matters. 3. Principal: The Principal will manage this policy on the Board of Trustees’ behalf and ensure appropriate structures and systems are in place to safeguard the College’s assets. The Principal is also responsible for: a. Informing staff how the budget relates to the long-‐term plan b. Establishing the Financial Development Plan in conjunction with the Director of Financial Planning c. Enforcing deadlines and procedures d. Reviewing and negotiating with managers until objectives are met. 4. Director of Financial Planning: The Director of Financial Planning will be responsible for the implementation of the Financial Development Plan. These responsibilities include: a. Distributing monthly financial statements, including budget detail, within 10 working days after the close of the prior month b. Coordinating and compiling approved monthly budgets submitted by other portfolio managers into the master budget c. Reviewing capital expenditure requests d. Reviewing inventory purchase requests e. Analysing monthly cash flow and project cash flow for the same month of the subsequent year f. Preparing the annual budget documents submitted to the approving body g. Serving as a staff resource person for technical accounting and tax issues relating to the budget h. Compiling the annual cash flow budget. 5. Portfolio Directors: Each Portfolio Director is responsible for the implementation of their Portfolio Development Plan(s) and the management of all budgets within those portfolios. These responsibilities include: a. Allocation within budget categories b. Approval of portfolio budgets c. Authorisation of invoice payments d. Monitoring of budgets and the reporting of unusual variances against budget.

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Financial management is crucial to the health of the College in terms of providing adequate funding for day-‐to-‐day needs and in planning for the future. Hagley Community College is committed to having an efficient and effective financial management system to ensure the Board of Trustees and the Principal have: • Accurate financial data • Understandable financial statements that meet the needs of the College • Timely financial statements • Actual versus budget figures for the period presented • An annual audit by an independent certified public accounting firm. Responsibility for compliance lies with the Board of Trustees. The Board is charged with ensuring that its funding is used to meet the aims of its charter. The Financial Planning portfolio reports on Hagley’s ability to implement robust learning infrastructures by making strategic decisions in the acquisition and distribution of limited resources to maximise productivity and efficiency while at all times being fiscally responsible.

PRIMARY GOAL The primary goal of the Financial Planning portfolio is to be fiscally responsible in providing the financial resources to meet the College’s strategic priorities and to manage the distribution of these resources through an effective budgetary system. This portfolio has the following key outcomes: • Annual prioritisation by BOT of financial resource allocation to all portfolio areas with effective distribution of financial resources through detailed budgets • Improved financial effectiveness in all College portfolios • Stability of financial resources through audited financial data • Improved external funding to the College.

PORTFOLIO FINANCIAL PRIORITIES 2014 The Hagley Community College portfolio strategic priorities for 2014 suggested the following additional financial considerations beyond regular budget needs: Portfolio Financial Priority College Effectiveness $12,000 part-‐time payroll support for ongoing Novopay issues. ICT $21,000 to implement attendance texting system. Learning Futures $10,000 for Sumer School salaries to accommodate 20 students, $150,000 upgrade of O Block for 2015 CUP partnership with Canterbury University Resource Management $100,000 BOT maintenance for emergency upgrades while 10 YPP on hold after earthquakes. These financial priority requests together with the draft annual portfolio operating budgets show a predicted surplus of $1,031. The 2014 draft Summary Budget was presented to the BOT Finance Committee 3 December 2013 and the detailed 2014 budget was approved by the BOT on 4 March 2014. Funding was calculated at 1263 FTE.

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FINANCIAL PERFORMANCE SUMMARY Based on DRAFT (unaudited) 2014 Financial Statements The per student ratios are calculated using averaged FTEs of 1246. In 2014 total income was 90.7% of budgeted income or $1,688,916 below budget and attributed mostly to overestimated budgets for MOE notional lease grant for use of Crown land & buildings by $611,426 and MOE teacher salaries grant by $558,613; also unrealised income of $357,737 for Adult Literacy Centre and $142,850 deducted from the operations grant for 2013 banking overstaffing costs. Interest realised $36,110 more than budget, café $24,154 and Learning Communities $14,797. 2014 total expenditure was 90.6% of budget with corresponding below budget expenditure for MOE notional lease cost and MOE teacher salaries cost similar to income underrealisation above. Adult Literacy Centre (Financial Statements note 17) and Learning Communities (Financial Statements note 18) display savings mostly in budgeted salary costs. 2014 Property results showed $599,140 savings against budget ; however after taking into account the overbudgeted notional lease cost of $611,426, Property in total had a small increase over budget of $12,286 which represented ACC payments for a Property Manager ; over $14,000 in ACC was recouped elsewhere. Note that the MOE notional lease grant amount is not available until March the following year, a year after the budget is approved by BOT. Finance Planning -‐ Hagley Community College Performance Report 2015

Students Enrolled

2010

2011

2012

2013

2014

Domestic Students

1437

1581

1279

1271

1246

Overseas Students

Total

1452

1591

1287

1276

1251

Ratios

2010

2011

2012

2013

2014

Govt. Funding / Total Income Overseas Students / Total Income Net Operating Surplus (Deficit) / Income Working Capital Ratio Current Assets / Current Liabilities

90.6%

93.0%

93.6%

93.1%

91.3%

1.5%

1.1%

0.7%

0.5%

1.8%

3.3%

(0.4)%

0.6%

0.06%

1.8

2.4

2.3

Financial Summary / Student Operating Cost / Student

2010

2011

2012

2013

2014

$11,404

$10,555

$13,680

$13,593

$13,151

$199

$365

$(6)

$93

$1,580

$1,691

$1,990

$2,111

$2,186

Expenses / Total Income Learning Resources + Teacher Salaries Administration

2010 59.3%

2011 67.5%

2012 66.9%

2013 67.2%

2014 68.8%

6.1%

7.3%

7.6%

8.1%

7.4%

Property Management

19.7%

18.5%

22.2%

20.5%

20.0%

Local Funds Costs

13.2%

1.7%

1.5%

1.4%

1.5%

Depreciation / Loss on Disposal

1.7%

1.8%

2.2%

2.3%

Net Operating Surplus (Deficit) / Student Fixed Assets / Student

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Depreciation was $78,014 over budget at $378,014 and included $202,183 for IT assets. Following on from the 2013 BOT decision to purchase new IT equipment on lease expiry where it represents good business strategy, there has been a decrease in leased IT with $50,000 the budget set at 2015 for TELA laptop leases. By the end of 2014 this was the only lease remaining for IT.

College Expenditure % DistribuYon 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2010 Learning Resources

2011 Administrajon

Property Management

2012 Café

2013

Overseas Students (-‐ salaries)

Depreciajon / Loss on Disposal

2014 Other Service Costs

2014 Adult Literacy (Financial Statements Note 17) is showing a deficit of $97,823; however staffing and procedural changes have addressed this for the 2015 year, with modifications also required to the service contribution proportions between Adult Literacy and Learning Communities. Taking over Learning Communities ACE role halfway through 2013 had an adverse effect on Adult Literacy which is continuing to be finetuned. 2014 Learning Communities (Financial Statements Note 18) produced income at 101.9% and expenses 83.8% of budget, resulting in a healthy $145,750 surplus for the year. Refugee, New Migrant, Homework Centre and After3 income all contribute to this portfolio. 2014 Overseas Students (Financial Statements Note 19) surplus of $59,866 arose from the holiday course from Japan and some costs absorbed by Hagley College, since the small number of international students no longer justifies a self-‐sustaining International department. There were 5 students at the end of 2014. 2014 Café results (Financial Statements Note 20) show a $20,000 increase on 2013 income and a corresponding $20,000 increase in staffing costs. A positive variance of $21,580 was recorded against the BOT subsidy of $22,000 with $420 required to ‘top-‐up’ the cafe in 2014.

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College Income % DistribuYon 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2010

2011

MOE Salaries

Govt Grants

2012 Interest

Café

Donajons

2013 Course Fees

Overseas Students

2014 Fees & Services

2014 interest received of $161,110 was an increase of 7% and $10,588 more than 2013. At the end of 2014 cash funds were $3.2 million, similar to 2013 and 2012, with investment rates ranging from 4.20% to 4.75%.Preschool Trust (Financial Statements Note 16) posted a $53,098 surplus compared with a $305 surplus in 2013, the increase attributed to higher child hours in the MOE 20 ECE hours for 3-‐5 year old children together with increased MSD subsidies received. The MOE ECE subsidy and fees received from families remained identical over 2014 and 2013 at $195,000 and $79,000 respectively. Total expenditure for the two years was between $490,000 and $500,000.

Total Income (Excluding MOE Salaries and NotaYonal Use Grant) 2014 2013 2012 2011 2010 0%

10%

20% Interest

Café

30% 40% Learning Communijes

50% 60% 70% 80% Overseas Students Adult Literacy Core College Income

90%

100%

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MANAGED EXPENDITURE Total actual expenditure over all portfolios was 90% of budget or $1.7 million underspent. However the notional use of land and buildings (Financial Statements Note 7) valued at $2.1 million distorted total actual costs as budgeted land and buildings use was heavily over-‐estimated at $2.8 million, and MOE provides this figure a year too late for budgets to be revised. There is no system in place currently to be able to calculate this with better accuracy Actual 2014 portfolio expenditure % to budget was as follows: Budget DistribuYon % to Por^olios College Effectiveness 102% Adult Literacy 81% College Effectiveness! 3.5! 2.5! Enrolment 96% Learning Communities! Adult Literacy! Financial Planning 87% 5.8! 12! Enrolment! ICT 95% 6.8! Financial Planning! Junior College 104% ICT! Learning Communities 84% Junior College! 17! 21.1! Learning Support 104% Learning Support! Marketing 95% Marketing! 9.3! Overseas Students! International 75% 5.3! 5.9! Programmes! Programmes 100% Resource Management! Resource Management 97% 2.2! Student Support! 5.4! Student Support 101% 0.5! Teaching & Learning! 2.2! Teaching and Learning 81% Café! 0.5! Café 101% The BOT’s distribution of funds to the portfolios is illustrated with teachers’ salaries, land and buildings use and depreciation excluded.

FINANCIAL EFFECTIVENESS Cash Funds: College cash funds including investments remained at $3.20m from 1 January 2014 to 31 December 2014, with interest rates ranging from 4.20% to 4.75% for term deposits (Financial Statements Notes 9 and 11). International fees in advance at the end of 2014 were $25,109 (four students). Positive Working Capital: The College has a commitment to establish and maintain a positive working capital by ensuring current liabilities are less than current assets. The working capital ratio of current assets to current liabilities increased a small amount from 2.3 in 2013 to 2.4 at the end of 2014. Income in advance includes $42,000 new adult enrolments including After3 and $263,000 ‘investment in success’ from TEC and not required to be refunded due to earthquake disruption. Accounts payable included $73,159 of banking staffing overuse to be repaid, and leave accruals of $84,488. 2014 equity remained at $4.6 million. Total College fixed assets at 2014 with a cost of $7.1 million are represented in the College accounts at a net value of $2.7 million (Financial Statements Note 12). Finance Planning -‐ Hagley Community College Performance Report 2015

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Capital Expenditure: Total capital expenditure in 2014 was $424,408 distributed as below: 1. Curriculum Results The 2014 total curriculum budget allocated was $120,000 with practical departments funded at $110 per FTE (full-‐time equivalent) and non-‐practical at $71. Many curriculum areas finished 2014 with a small surplus; however Science was underspent in excess of $9,000. The area reporting significant deficits continues to be the large department of College of Practical Design. Some of the departments nested within eg Computing and Graphics & Technology, made surpluses but the food-‐related courses of Hospitality and Home Economics struggle to breakeven. Learning Communities Portfolio, which is charged a service contribution to the College, repeated strong performances ending the 2014 year with good results. Combined with the Adult Literacy Centre these two portfolios realised $1.8 million with a combined surplus of $47,927. Adult Literacy Centre took over the ACE component of Learning Communities halfway through 2013. Some fine-‐tuning of the two portfolios is recommended to apportion the service contribution equitably in future. The STAR (Secondary Tertiary Alignment Resource) area had a $5,000 deficit which was covered by income from College barista holiday courses attended by other school pupils. 2. Café The Café performed well during 2014. Income was $20,000 up on 2013 and expenses matched income with an insignificant deficit of $420. The Café staff are to be commended for aiming to breakeven while still supported by a subsidy from the BOT. In 2014 this was $22,000, a drop from $30,000 in 2013, and both years it was not required to be called on. 3. Hagley Community College Preschool Trust 2014 was the first year the audit required the College Financial Statements to show additional columns for Parent and Group in which the Parent is Hagley College and the Group included the Preschool Trust. The Preschool posted a healthy surplus of $53,098 for 2014. The increased revenue came from MOE 20 ECE hours and MSD subsidies. Other income and total costs were similar to 2013. The BOT had granted a year’s leave of the $10,000 service agreement levy in order to relieve the Preschool while it was undergoing change and had cash flow challenges. In 2013 internal changes had been introduced and fees increased to $6.50 per hour. In 2014 the Preschool was funded by a Business Advisory Grant of $5,000 to undergo a sustainability and financial viability exercise with professional development undertaken by Teacher Empowerment Ltd. This course confirmed that pre-‐existing challenges relating to Trust governance, team culture, self-‐review, overstaffing, leadership and management needed to be addressed. The impact of losing two staff within a year who held managerial positions created a gap in the structure. The Preschool licence was revoked from a Provisional Licence to a Full Licence in May 2014 after staff underwent self-‐review professional development. ELI (Early Learning information System) training for two staff began in 2014. This is a mandatory requirement for preschools to inform MOE of children using their centres and they are given a unique identifying number to track them through the education system. The MOE reported that nationally ECE numbers improved from 2012 when there was a significant drop of which the Finance Planning -‐ Hagley Community College Performance Report 2015

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Canterbury earthquakes would have been a significant factor. Hagley Preschool followed this trend with child hours 43,872 in 2011, down in 2012 to 38,766, up in 2013 to 42,059 and up a small amount to 42,903 in 2014. Unfortunately at the beginning of 2015 there has been a significant reduction in the roll, mostly due to fewer ‘refugee’ children being enrolled with their families at the College, and very few babies this year. Apparently more ‘refugees’ are expected in 2016. In the meantime the Preschool is taking action to address the reduced roll. There will be new marketing initiatives, altered staffing, and more favourable income strands created. Finance Team The Finance team consists of the Director of Finance, the Director of Enrolments, the Assistant Accountant, Receptionist, and three part-‐time Financial Assistants totalling close to 40 hours per week. The Property Manager role is also closely aligned as is the Café. Networking and professional development opportunities for the Director of Finance continued during 2014 through the role of Secretary to the Schools Executive Officers Assn Inc. Canterbury Branch with attendance on one professional development day each term at no cost to the College. Attendance at the National SEO Conference in Palmerston North during July school holidays provided good professional learning and networking. Professional development opportunities for team members is always encouraged. The Finance Team gave a solid performance during the seven weeks the Director was on annual leave mid-‐year. There was a temporary glitch when a staff member was locked out of the bank and contact had to be made with the Director on a Greek island!

AUDITED FINANCIAL DATA The 2014 draft Financial Statements were emailed to the Christchurch office of PriceWaterhouseCoopers on 31 March 2015. The 2014 unaudited Group result including the Preschool Trust has been reported at $62,515, and Parent (Hagley College) result $9,417. Depreciation actual was $378,014 compared with a budget of $300,000. The auditor advises it is prudent to limit capital purchasing to an amount close to the depreciation figure for the year; in 2014 the College purchased $424,408, and disposed of $5,303, resulting in about $40,000 over actual depreciation. This is not an issue on account of the large cash reserves the College holds. Novopay issues continued into a third year resulting in delays to the 2013 audit. The audit visit was scheduled for 29 May 2014 and the Office of the Auditor-‐General (OAG) removed the 31 May deadline for schools. The delay was out of BOT and auditor control. The audited reports were forwarded to the College 8 October, together with the audit management letter explaining the delay as follows: continuing Novopay issues where the auditors had been advised that the national assurance report on the payroll centrally in Wellington by Ernst and Young would be available in mid-‐February 2014, but this did not arrive until mid-‐May and their work continued for certain schools, with additional audit work required following receipt of this report, plus for the first time MOE provided figures for staff paid from the operations grant for holiday pay and long service leave owing at 31 December 2013, which required additional late adjustments. There were also notional rent issues and the auditor concurred with the BOT halt to provision for 10YPP for maintenance since the earthquakes while the MOE conducts engineering assessments on Crown property and reviews policy post-‐earthquakes. In the meantime schools are advised to maintain property where it would be prudent to do so. On 21 November the BOT received a letter from the Office of the Auditor-‐General explaining the delay in audit completion due to Novopay issues and audit methodology changes and a statement that a delay is not expected for the 31 May 2015 deadline for 2014 financial statements. There will also be a change of audit partner on the resignation of Phillip Trounson, and notice of new audit contracts due for 2015-‐17 audit years.

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EXTERNAL FUNDING The College has established external funding ratios to monitor variations Income Type 2010 2011 2012 2013 2014 in external funding including TEC (Tertiary Education Commission), ACE Local Student Fees 0.8% 0.6% 0.5% 0.6% 0.9% (Adult Community Education), and Christchurch City Council grants in and Overseas Student Fees 1.6% 1.1% 0.7% 0.4% 0.5% across financial years. The external income ratios as a percentage of total Café 1.4% 1.2% 1.2% 1.2% 1.4% College income are as follows: Adult Literacy 8.0% 6.5% 5.9% 7.2% 6.1% Learning C ommunities 5.3% 5.9% 5.5% 4.8% 4.8% With 18.0% of College income originating from sources other than the MOE operational, salaries, and notional use of land and buildings grants in Material Fees / Recovery 3.9% 2.7% 2.6% 2.8% 2.6% 2014, this indicates funding in excess of $3.0 million came into the College Donations / Fundraising 0.2% 0.7% 0.6% 0.8% 1.7% from sources additional to the ‘core’ College income source. During 2014 Total 21.2% 18.7% 17.0% 17.8% 18.0% adult enrolment fees realised $87,316 and adolescent donations $46,206; this averaged $106 per FTE student using end of year numbers of 1251. In addition, interest of $161,110 was received from funds invested. The Adult Literacy Centre contributed 38% and Learning Communities, which includes After 3, Refugee and New Migrant initiatives and Homework Centre, 30% of external funding to the College. The NZ Red Cross Schoolchildren’s Grant was approved for $204,830 over two years due to finish July 2015.

KEY FINANCIAL TARGETS FOR 2015 Full-‐time student equivalents (FTEs) for 2015 were set by the Ministry of Education at 1256; FTEs are the basis normally used to set the College budget together with the addition of individual budgets from the self-‐supporting units such as the Adult Literacy Centre and Learning Communities. The 2015 budget has been calculated on this figure. The 2015 operating budget estimating a breakeven situation including $310,000 depreciation was presented at the 2 December 2014 BOT Finance meeting together with a capital expenditure budget of $645,400 comprising $300,000 for BOT refurbishments of O Block, A4 & Room 302, $220,000 for ICT, $55,200 for furniture, $35,000 for the remaining replacement van, $21,200 for new plant & equipment and $14,000 for new library resources. Preschool Trust budget was revised down after a reduction in the roll at the beginning of 2015 by 33%. Anticipated surplus $2,240. Ongoing Finance development work to be continued during 2015 is as follows: • Liaise with Property Manager and audit facility, van and equipment hire process, update contracts for hire including cafe, source relief for Property Manager role in absence • Update Financial Procedures Manual • Liaise with ICT Director to implement IT professional development plan for Finance team • Director of Finance attendance at Schools Executive Officers Conference in Hamilton • Work with College payroll staff to produce analysis of actual support staff costs against budget • Continue asset/inventory review process targeting Resource Management including Grounds in 2015 • Implement changes in Preschool operation to improve viability and cash flow, change management, succession planning, new Trustees, staffing ratios, fee structure • Source suitable visitor management system • Regular policy review

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2. Government Grants

Group and Parent Notes

2014 Actual $ 3,190,491 8,441,387 2,188,574 1,220,461

2014 Budget $ 3,413,240 9,000,000 2,800,000 1,513,054

3. Local Fundraising Local funds raised within the School's community are made up of:

4. Other Income

Operational grants Teachers salaries grant Use of land and buildings grant Other government grants

Income Donations (including Red Cross Grant ) Fundraising Expenditure Fundraising (costs of raising funds)

Income Activities Other student fees Café International student fees General

15,040,913

Hagley Community College Annual Report and Financial Statements 2015

-‐ 274,291

2014 Actual $ 360,561 225,489 229,154 83,870 86,712 985,786

Group and Parent

-‐ 3,203 264,667 142,294 Group and Parent 2014 2013 Budget Actual $ $ 305,655 357,843 286,900 101,695 205,000 209,549 78,000 82,781 159,500 153,055 1,035,055 904,923

2014 Budget $ 234,667 30,000 264,667

20 19

16,452,531

16,726,294

2014 Actual $ 243,188 31,103 274,291

2013 Actual $ 3,362,705 8,788,974 2,631,361 1,669,491

2013 Actual $ 114,903 30,594 145,497

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Learning Resources 5.

Curricular including library resources Information and communication technology i ncl operating leases Extra-‐curricular activities Employee benefits -‐ salaries Staff development Administration 6. Audit fees Board of Trustees fees Board of Trustees expenses Communication Consumables Postage Employee benefits -‐ salaries Insurance Service providers, contractors & consultancy 7. P roperty Caretaking and cleaning consumables Cyclical maintenance provision Grounds Heat, light and water Rates Repairs and maintenance Security Use of land and buildings Employee benefits -‐ salaries

Hagley Community College Annual Report and Financial Statements 2015

2014 Actual $ 710,668 341,775 140,458 10,058,572 65,328 11,316,801

Group and P arent

2013 Actual $ 617,161 334,937 145,275 10,761,949 54,954 11,914,276

Group and P arent 2014 2013 Budget $ Actual $ 7,180 7,040 4,000 3,515 13000 21,077 289,500 244,488 40,744 164,096 34,000 24,909 863,627 785,823 72,723 86,750

2014 Budget $ 823,567 366,042 203,077 10,950,652 87,550 12,430,888

2014 Actual $ 7,180 4,195 13,601 266,108 40,147 30,193 762,791 80,168 14,045 1,218,428

17,500 1,278,497

2014 Actual $ 36,112 100,000 33,743 316,098 17,681 133,456 19,444 2,188,574 437,352 3,282,460

10,152 1,411,627 Group and P arent 2014 2013 Budget $ Actual $ 34,000 38,653 100,000 -‐ 38,900 42,968 310,000 286,761 21,200 19,299 136,000 143,416 25,000 17,478 2,800,000 2,631,361 416,500 405,795 3,881,600 3,585,731

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The use of land and buildings figure represents 8% of the school's total property value. Property values are established as part of the nation-‐wide revaluation exercise that is conducted every 30 June for the Ministry of Education's year-‐end reporting purposes. Following consultation, certain changes to the revaluation methodology were adopted as part of the 30 June 2012 revaluation exercise. These changes improved the previous revaluation methodology, and have resulted in an improvement to the quality of calculations. These improvements will be carried forward into future revaluations. 8. Depreciation Buildings improvements BOT Furniture and fittings Information and communication technology Motor vehicles Musical instruments Plant and equipment Property improvements BOT Sports equipment Artworks Library resources Cash and Cash Equivalents 9. Cash on hand Current account Call account months Short-‐term bank deposits maturing within three 10. Accounts Receivable GST receivable Debtors Interest accrued Teacher salaries grant

Hagley Community College Annual Report and Financial Statements 2015

2014 Actual $ 44,003 44,842 202,183 6,597 4,079 24,080 20,673 6,215 98 25,244 378,014

2014 Actual $ 2,500 63,031 229,493 1,003,091 1,298,115 2014 Actual $ 67,248 67,657 33,347 724,372

Group and P arent 2014 2013 Budget $ Actual $ 40,000 44,003 40,000 50,918 150,000 190,381 4,000 4,687 4,000 4,079 20,000 32,941 17,000 23,055 5,000 9,918 -‐ 98 20,000 25,370 300,000 385,450 Group and P arent

2013 Actual $ 2,500 114,629 230,870 1,316,541 1,664,540 Group and P arent 2013 Actual $ 17,225 43,415 45,255 773,654

Page 65

892,624 Investments 11.

Short-‐term bank deposits maturing between 3 & 12 months

2014 Actual $ 1,915,972 38,855 1,954,827

Bank deposits maturing more than 12 months Property, Plant and Equipment 12.

2014

Buildings improvements -‐ BOT Furniture and fittings Information and communication technology Motor Vehicles Musical instruments Plant & equipment Property improvements -‐ BOT Sports equipment Artworks Library resources 2013 Buildings improvements -‐ BOT Furniture and fittings Information and communication technology Motor Vehicles Musical instruments Plant & equipment Property improvements -‐ BOT Sports equipment Artworks Library resources

Hagley Community College Annual Report and Financial Statements 2015

879,549

Cost $ 2,123,372 1,331,252 1958867 75,024 30,513 819,088 441,961 94,732 9,847 252,443 7,137,099

$ 2,082,717 1,295,286 1,652,721 75,024 30,513 808,624 441,960 94,732 9,847 253,698 6,745,122

Group and Parent 2013 Actual $ 1,633,077 -‐ 1,633,077

Group and P arent Accumulated Depreciation $ (590,802) (1,092,248) (1,252,857) (53,323) (23,358) (709,697) (379,188) (88,343) (1,280) (210,971) (4,402,067)

Net Book Value $ 1,532,570 239,004 706,010 21,701 7,155 109,391 62,773 6,389 8,567 41,472 2,735,032

$ (546,799) (1,057,021) (1,050,675) (46,725) (19,279) (691,819) (358,515) (82,128) (1,182) (197,038) (4,051,181)

$ 1,535,918 238,265 602,046 28,299 11,234 116,805 83,445 12,604 8,665 56,660 2,693,941

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Net book value reconciliation Net book value at start of year Less: Disposals at book value Less: depreciation charge for the year Add: Asset acquisition at cost Net book value at year end

Accounts Payable 13.

2014 $ 2,693,941 (5,303) (378,014) 424,408 2,735,032

The carrying value of payables approximates their fair value.

International student fees Other income/fees in advance

Hagley Community College Annual Report and Financial Statements 2015

2013 $ 2,561,776 (4,661) (385,450) 522,276 2,693,941

Group and Parent 2013 Actual $

Actual $ 362,997 73,159 724,372 84,488 1,245,016

2014 Actual $ 25,109 436,999 462,108

2014

Creditors Banking staffing overuse to be repaid Employee benefits -‐ salaries accrual Employee benefits -‐ leave accrual

14. Income Received in Advance

Group and P arent

Group and P arent 2013 Actual $ 19,457 423,954 443,411

289,267 143,750 773,654 111,836 1,318,507

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15. Provision for Cyclical Maintenance Group and Parent 2014 2013 Actual $ Actual $ Provision at the start of the year 501,222 501,222 Adjustment to the provision during the year 100,000 Use of the provision during the year (40,553) -‐ Provision at the end of the year 560,669 501,222 Current Liability 100,000 -‐ Non Current Liability 460,669 501,222 560,669 501,222 The provision for cyclical maintenance represents the obligation the Board has to the Ministry of Education. The board has a cash management plan to ensure that sufficient cash is available to meet all maintenance obligations as they fall due over the next 10 years. The amount recognised as a provision is the best estimate of the expenditure required to settle the present obligations at 31 December 2014. In previous years it has been based on the Board's ten-‐year property plan (10YP). Since the earthquake in February 2011, the Ministry has put all property plans for schools in the greater Christchurch area on hold until further notice. Consequently, the basis of estimate used by the Board was provision remaining under the 10YP as at 2011.

16. Hagley Preschool Trust – Financial Performance Report For The Year Ended 31 December 2014 2014 Actual $ INCOME Donations -‐ Community Trust 2,761 Government Grants -‐ Ministry of Education E CE Subsidy 195,557 -‐ Ministry of Education 20 Hours ECE 180,508 -‐ Ministry of Social Development 63,942 Fees 79,385 Interest 3,767 Fundraising 2,411 Other Income 24,275 Total income 552,606

Hagley Community College Annual Report and Financial Statements 2015

2013 Actual $

2014 Budget $ 3,000 194,000 166,000 42,000 79,000 2,310 2,600 19,200 508,110

70 195,830 168,149 41,730 78,963 2,347 2,596 4,395 494,080

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LESS EXPENDITURE ACC Administration expenses College contribution Learning resources Professional development Repairs and maintenance -‐ equipment Provisions Employee benefits-‐ salaries Total expenditure SURPLUS/(DEFICIT)

FINANCIAL POSITION AS AT 31 DECEMBER 2014 Opening Equity Operating surplus(deficit) TOTAL EQUITY represented by CURRENT ASSETS Westpac Current Account Westpac Online Saver Accounts Receivable Total current assets CURRENT LIABILITIES GST Payable MOE Income in Advance Accounts Payable Total liabilities NET ASSETS

2,842 1,396 -‐ 3,288 4,700 -‐ 1,351 485,931 499,508

3,800 1,510 -‐ 4,900 1,900 -‐ 1,000 490,000 503,110 5,000

53,098 2014 $ 44,349 53,098 97,447 7,283 202,761 7,186 217,230 2014 $ 58,072 47,770 13,941 119,783 97,447

2013 $ 44,044 305 44,349 6,166 133,141 791 140,098 2013 $ 52,275 33,071 10,403 95,749 44,349

Hagley Preschool Trust acknowledges receipt of $2761 from the Canterbury Community Trust in 2014. Hagley Community College Annual Report and Financial Statements 2015

305

3,310 1,346 10,000 626 2,146 548 1,212 474,587 493,775

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17. Hagley Adult Literacy Centre

2014 INCOME Actual $ Government grants -‐ Education and training 880,927 Workplace income 107,054 Other income 17,047 Total income 1,005,028 LESS EXPENDITURE 18,077 Administration and other expenses 51,958 Workplace expenses 125,000 College contribution 81,231 Teaching resource expenses 826,585 Employee benefits-‐ salaries Total expenditure 1,102,851 SURPLUS/(DEFICIT) (97,823) The income and expenses above are part of t he income and e xpenses included in notes 2, 4, 5 and 6. 18. Learning Communities INCOME Government Grants Fees Other income Total income LESS EXPENDITURE Administration and other expenses College contribution Teaching resource expenses Tutor hours/employee benefits-‐salaries Total expenditure

1,362,765 26,500 107,800 168,000 144,200 916,000 1,362,500 265

Group and Parent 2014

Actual $ 722,015 25,735

Budget $ 710,494 25,500 41,000 776,994

Hagley Community College Annual Report and Financial Statements 2015

Actual $ 757,345 32,434 53,310 843,089

10,313 69,757 85,485 595,718 761,273

16,162 74,756 111,694 568,382 770,994

2013

10,949 74,756 62,720 497,616 646,041

2013 Actual $ 1,236,344 19,996 2,776 1,259,116 31,909 30,663 165,000 155,438 895,760 1,278,770 (19,654)

2014 Budget $ 1,169,265 181,000 12,500

2014

44,041 791,791

Group and P arent

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SURPLUS

145,750 The income and expenses above are part of the income and expenses included in notes 2, 4, 5 and 6. 19. Overseas Students 2014 INCOME Actual $ Overseas fees 83,870 Total income 83,870 LESS EXPENDITURE Administration/pastoral -‐ Commission -‐ MOE levy 1,779 Promotion 3,821 Teaching resources 18,404 Total Expenditure 24,004 SURPLUS 59,866 The income above is part of the income included in note 4. 20. Café INCOME Catering Takings Total income LESS EXPENDITURE Consumables Employee benefits-‐ salaries Total Expenditure SURPLUS/(DEFICIT)

6,000

81,816

Group and Parent 2014 2013 Budget $ Actual $ 78,000 82,781 78,000 82,781 500 5,000 2,500 4,000 20,000 32,000

-‐ 3,600 1,875 2,540 16,058 24,073

46,000

58,708

Group and Parent 2014 2013 Budget $ Actual $ 15,000 19,897 190,000 189,652 205,000 209,549

2014 Actual $ 27,196 201,958 229,154

139,916 89,658 229,574

140,000 87,000 227,000

133,295 71,951 205,246

(420)

(22,000)

4,303

The income above is part of the income included in note 4.

Hagley Community College Annual Report and Financial Statements 2015

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21. Refugee Homework Centre -‐ Primary INCOME Government Grants -‐MOE Total income LESS EXPENDITURE Catering Teaching resources Staffing Total Expenditure DEFICIT

Group and Parent 2014 Actual $ 30,270 30,270 1,832 400 29,970 32,202 (1,932)

INCOME Red Cross Grant Total income LESS EXPENDITURE Counselling Student hardship Parent support Life skills Well-‐being events Total Expenditure SURPLUS

1,184 500 30,769 32,453

(2,183)

The income and expenses above are part of t he income and e xpenses included in n otes 2, 5 and 6. Red Cross Support -‐ Group and Parent 22.

2013 Actual $ 30,270 30,270

2014 Actual $ 142,695 142,695

2013 Actual $ 102,415 102,415

51,953 11,258 -‐ -‐ 7,022 70,233 72,462

25,452 9,950 5,082 2,050 19,601 62,135

40,280

The College received NZ Red Cross Christchurch School children's grant of $102,415 in July 2014 ; this represents 100% of the $204,830 approved over the two years from the Red Cross Earthquake Appeal. The College is responsible for implementing the activities ; however it wishes to acknowledge the substantial NZ Red Cross Funding assistance. The income and expenses above are part of the income and expenses included in notes 3, 5 and 6. The 2013 surplus of $40,280 is included in the 2014 total income of $142,695. Hagley Community College Annual Report and Financial Statements 2015

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Funds Held for MOE Projects -‐ Group and Parent 23.

for funding from the Ministry of Education projects. During the 2014 year the school did not apply for capital work 2013 : nil

Funds held on Trust -‐ Group and Parent 24. Opening balance 1/1/13 Receipts Interest Less expenses

Callaway

Bickerton-‐ Widdowson $ 30,881 10,000 1,743 (7,000)

$ 2,314 -‐ 130 -‐

Closing balance 31/12/13

2,444

35,624

Westonians James & A.Richards $ $ 16,752 8,658 -‐ 171 878 368 (1,500) (400) 16,130

Total $ 58,605 10,171 3,119 (8,900)

8,797

62,995

Related Party Transactions -‐ Group and P arent 25.

Miriam Rasmussen who is related to the Principal is no longer employed at Hagley Community College. Her terms of employment were as for other employees, and her remuneration commensurate with the position held. (2013: Miriam Rasmussen) Annette Benfield, an employee of Hagley Community College, is related to BOT member Derek Benfield. (2013: Annette Benfield) The School is an entity controlled by the Crown, and the Crown provides the major source of revenue to the school. The school enters into transactions with other entities also controlled by the Crown, such as government departments, state-‐owned enterprises and other Crown entities. Transactions with these entities are not disclosed as they occur on terms and conditions no more or less favourable than those that it is reasonable to expect the school would have adopted if dealing with that entity at arm's length. these entities are not disclosed as they occur on terms and conditions no more or less favourable than those that it is reasonable to expect the school would have adopted if dealing with that entity at arm's length .

Hagley Community College Annual Report and Financial Statements 2015

Page 65

26. Remuneration -‐ Group and Parent Board of Trustee and Committee members of the Board and C ommittee members w as as follows: The total value of the remuneration paid or payable to trustees Board of Trustees

Principal to the Principal is in the following bands: The total value of remuneration paid or payable

Salaries and other short term employee benefits: Salary and other payments Benefits and other emoluments Termination benefits Other employees The number of other employees with remuneration greater t han $100,000 was in t he following bands: ..Salary and other payments ..Salary and other payments

Compensation and other Benefits upon l eaving -‐ Group and Parent 27.

Total remuneration $ooo 130-‐140 110-‐120

Group and Parent 2014 2013 Actual $ Actual $ 4,195 3,515 2014 2013 Actual Actual $ooo $ooo 170-‐180 160-‐170 -‐ -‐ -‐ -‐ 2014 2013 Number Number -‐ 1 3 2

The total value of compensation or other benefits paid or payable to persons who ceased to be trustees, committee members, or employees during the financial year in relation to that cessation and number of persons to whom all or part of that total was as follows: 2014 2013 Actual $ Actual $ Total value -‐ -‐ Total value -‐ -‐ Number of people -‐ -‐ Hagley Community College Annual Report and Financial Statements 2015

Page 65

Contingencies -‐ Group and Parent 28.

There were no contingent liabilities at 31 December 2014

(Contingent liabilities and assets at 31 December 2013: nil). Commitments -‐ Group and Parent 29. (a) Capital Commitments

at 31 December 2014 the Board has entered As into the following contracts:

operating lease of printers/photocopiers (a) (b) laptops/computers

later than one year No Later than one year and no later than five years

Hagley Community College Annual Report and Financial Statements 2015

2013 Actual $ 118,379 244,303 362,682

at 31 December 2014 the contract agreement for capital works are on hold because of earthquakes. As (Capital commitments at 31 December 2013:nil) Operating Commitments (b)

2014 Actual $ 95,107 128,650 223,757

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