Principals Today #122

Filling the gaps

The teacher shortage in New Zealand is no myth

Learning from the lockdown The review of Christchurch’s citywide lockdown

PRINCIPALSTODAY.CO.NZ

Our obligation to get things right

Exploring education Kiwi teachers invited to investigate new ways

The pros and cons of education hubs

Creating a security risk management plan

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DISCLAIMER This publication is provided on the basis that A-Mark Publishing is not responsible for the results of any actions taken on the basis of information in these articles, nor for any error or omission from these articles and that the firm is not hereby engaged in rendering advice or services. A-Mark Publishing expressly disclaim all and any liability and responsibility to any person in respect of anything and of the consequences of anything done, or omitted to be done, by any such a person in reliance, whether wholly or partially upon the whole or any part of the contents of this publication. Advertising feature articles are classified as advertising content and as such, information contained in them is subject to the Advertising Standards Authority Codes of Practice.

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CONTENTS IDEAS 5: Principal Q&A Rolleston College principal Steve

Saville on the challenges and highlights of growing a foundation school from the ground up

6: Our obligation to get things right PPTA president Jack Boyle

INFO

WORKING SPACE

8: Learning from the lockdown

24: Security

With a view to the future, the MoE is reviewing Christchurch’s March 15 citywide school lockdown

9: Screen use in schools The call for guidelines regarding digital technology in schools

10: The business of learning

The 56th annual Young Enterprise Scheme is officially up and running.

11: Exploring education

Creating a security risk management plan

24: Computer security

A toolkit to help navigate the data privacy minefield

LEARNING SPACE 26: Wellness

Working together to reduce bullying

30: Health Toolkits

discusses the pros and cons of education Hubs

Worldwide educators invite Kiwi teachers to explore education in new ways

7: Filling the gaps

14: EOTC

32: Healthy canteens

The teacher shortage in New Zealand is no myth

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4 | Term 2, 2019 www.principalstoday.co.nz

News | Principal Q&A

Principal Q&A

Steve saville How do you ensure the success of a brand new secondary school in one of New Zealand’s fastest growing regions? You appoint the right person the for job.

Steve Saville has been in education for 35 years and with Rolleston College since its initial stages. He was appointed foundation principal in 2015 and worked tirelessly throughout 2016 preparing the school for its opening in 2017. Today the roll stands at 700+ Year 9, 10 and 11 students for the 2019 year, and come 2021 the school will have a full roll of Year 9-13 students.

Steve talks with Principals Today about the challenges and highlights of growing a foundation school from the ground up and the kind of education students of today require to best prepare them for the job markets of tomorrow.

What inspired you to become an educator?

Initially it was a love of subject, a love of English literature, but it very quickly changed from being a love of subject to a love of the positive effect you can have on people at a young age.

Is this what you enjoy most about the role of principal?

Yes, it is. You start off in teaching with your own class, and then you think, ‘can I take that passion, interest or desire to make a difference and paint it on a bigger canvas?’

How has your experience in educational research, teacher development and training and developing culturally responsive classrooms helped you in the role of principal?

Every role has helped to a different perspective. The five years I had outside a specific, one-school location in particular allowed me to get different perspectives and also made me realise how much I missed the school environment.

What makes Rolleston College unique?

It’s the first school in the South Island to be built from scratch in about 35 years – on an original site – so it is unique in that regard. It is also a flexible learning environment so it is a different-looking school, and that means we look at curriculum delivery, and how we deliver the New Zealand curriculum differently, more on skills as opposed to purely content.

Does this relate to Rolleston College’s rural setting?

It’s to do with learning and education and what skills young people need to flourish and transition into their adult world and take a leading role. It’s not just about having knowledge but what you do with that knowledge, and having the skills you need to be flexible with that knowledge. We had the opportunity to look at a lot of research and trends and put together a package that we believe delivers the curriculum in a more relevant, personalised way, and in a way that will hopefully enable learners to find their pathway.

What has been the biggest challenge, and highlight, as foundation principal?

One of the biggest challenges is that you have no default position. If you try something new in a school that’s been going for 30 or 40 years and it doesn’t work, you go back to what you know does work.

We don’t have a retreat position, we are forging the way as we go, building tradition and culture as we go, which means that everything is new, including lots of things you take for granted, for example what does a prize giving look like in a school like this?

You have to question everything because you have the opportunity to question everything.

It’s constant review, justification, reflection, and then reailsing you didn’t get everything right and you have to refine it. Being under the spotlight as a new school during this has added to the challenge. And yet all of that has also provided the highlights – getting it right, working out the best learning environment for students to flourish within.

students social, moral and community values, the dangers of cyber safety, how to become good civilians and members of the community, seeing life beyond them, etc.

It’s a far more holistic, allencompassing view of learners now as they are more complex and diverse, and their needs have to be met. Learning has become far more personalised – 10-15 years ago New Zealand was a comparatively homogenised society but it’s now about meeting the needs of individual students; it is learner centered as opposed to content knowledge centered.

What would you change if you were the Minister of Education?

I would have far more non-teacher support roles in schools in the way of guidance, teacher aids, support workers, all those non-teacher but vitally important roles that help meet the individual needs of learners and assist with diversity, but also allow teachers the freedom to educate and facilitate learning. They say it takes a village to raise a child, but apparently it only takes one teacher to educate them! There’s a contradiction there.

What has been the biggest lesson you’ve learnt?

I’m constantly amazed by the empathy, intelligence and optimism of young people. This generation in particular is very aware of their role

in the future of the planet in issues like sustainability. Young people are totally underestimated but also we have always got to remind ourselves of what a teenager is going through and have an awareness of that. Teenagers and young adults are phenomenal and the recent events in Christchurch have shown that; they are seizing their voice and using it for good means.

What is your best piece of advice for fellow educators?

Be brave and be kind. Be brave enough to stand up for change and what you believe in, brave enough to lead and to care, and brave enough to be kind to yourself and to others. Kindness will overpower most forms of prejudice, disempowerment, disenfranchisement.

A lot of kids need help to see what amazing people they are, so be brave and kind enough to show them.

What are your hopes for the future of education?

My big thing right now is how we, as a country, move our schools towards a more collaborative world as opposed to a competitive world. It’s something I think is holding us back a little bit, schools in competition for learners claiming prestige etc., and as a result we’ve lost so many opportunities to share ideas, to share wisdom, to really collaborate. I think competition is best on the sports field and I get really excited when I see schools working together and sharing ideas as opposed to working in fragmented silos.

When you see real student ownership of something, when you see students having the confidence and sense of empowerment to act, those are the real highlights.

What are the main issues facing schools today?

That we remain relevant. The world changes at such a rapid rate but how responsive is education to that rate of change? Remaining relevant and having the time to figure out how we change and what should change to remain relevant, is a key focus.

Do schools play a different role in students’ lives compared to what they did 10 years ago?

Completely. The idea of schools being a place where students went to learn five subjects has been replaced by a far more realistic concern about teaching

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www.principalstoday.co.nz Term 2, 2019 | 5

News | Viewpoints

Our obligation to get things right Jack Boyle PPTA president

Much of the clamour around the Our Schooling Futures report has focused on the proposed education Hubs. They have been described as “bureaucracy gone mad,” a “back to the future” centralised education service, usurping community voice and removing school autonomy.

Comparisons have been made to District Health Boards or Regional Ministry of Education offices “on steroids” and statements made that removing some aspects of school governance from local volunteer boards is akin to “throwing the baby out with the bathwater”.

Most of this commentary is unhelpful. Of course it is right to ask questions about how any new model will work, and identify risks, but false claims and fear-mongering will not improve schooling for the children and communities of Aotearoa.

As a country we all carry the cost if the way our system is currently designed is leaving many of our students behind.

Whether or not the Hub model is what we end up with, the Taskforce has at least proposed a model that attempts to deal to this tension. Governance at a Hub level may move the focus from the inward looking “my school” to the collaborative “our schools.”

What are the alternatives?

There have been one or two who have suggested that those schools not currently succeeding might be able to collaborate with ones that do to ‘bootstrap’ their practices without the need for the sort of reforms proposed.

It seems bizarre that some seem to be defending the status quo when our education system doesn’t work for as many as 20 percent of our learners. My sincere hope is that we should work together to create one that does a better job.

If improving the lot of those students and communities who have not thrived under the status quo is the purpose of the proposed reform, it is probably worth exploring this question.

One could argue that Kahui Ako were created to achieve the exact results the Taskforce is promoting.

They are hampered though, by the expectation they deliver equity of achievement whilst still competing.

The two seem mutually exclusive.

With a few standout exceptions, most Kahui Ako are not experiencing improved equity, reduced competition or more coherent learning across their community of schools.

consequences for too many schools and students, then it is up to us to build a better system.

There are many experienced and wise people in the sector who can identify the risks inherent in the recommendations of the Our Schooling Futures report – and that is absolutely appropriate to ensure that what we design is the best possible model for our children, our system and our society.

It seems bizarre that some seem to be defending the status quo when our education system doesn’t work for as many as 20 percent of our learners. My sincere hope is that we should work together to create one that does a better job.

So, if voluntary collaboration isn’t working, what will?

The taskforce suggestion is a more professional governance model for Hubs with a wider ambit than just one school; an irony that is apparently lost on the charter school crew who are calling Hubs ‘Stalinist’.

I hope they also turn their focus to the more important questions:

Why Hubs?

The Our Schooling Futures report describes Hubs as providing “the structure for a system that supports interdependence and collective responsibility between all of its parts”. They are posited as the solution to the devolved and competitive model we have now.

They also opine that boards of trustees who are not succeeding should be replaced by more business savvy governors. Leaving aside the vested interests of the charter schoolers, at least they are putting up alternatives rather than simply pooh-poohing the Hub model.

• How do we support those boards of trustees that have insufficient capability or resource to achieve what they want for their children?

It is not surprising that the loudest howls of opposition are coming from those schools who benefit the most from “winning” that competition.

The argument that only “losing” schools need help denies the underlying premise of the model: for their school to succeed, others must fail.

I’d say we need more of that if we want any chance of reaching cross-community support and sustainable change.

A way forward Ultimately, if the sector does not support Hubs, but does agree that the current system has damaging

• How do we design a system that removes competition and creates equity?

• How do we ensure collaboration across schools so that the learning journey for our children is transparent and coherent?

• How do we provide access to the best ideas, resources and supports for students, teachers and the wider community?

To my way of thinking, we don’t just have an opportunity to get things right in education, we have an obligation.

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News | Teacher Shortages

Filling the gaps

By Lydia Truesdale

A search of Education Gazette’s website finds more than 1,000 teacher vacancies throughout New Zealand; many roles of which are being performed by teachers and education professionals who are already employed and picking up the slack.

The teacher shortage in New Zealand is no myth. In October 2018, Minister of Education Hon Chris Hipkins announced a new plan to address it.

It included an extra $10.5 million in funding, up to 230 grants of $10,000 for more graduate teachers in classrooms, over 6,000 overseasbased teachers targeted, $5 million more available for overseas relocation grants and finder’s fees, and easier access of up to $3,000 per teacher finder’s fee to help schools offset recruitment costs. The Ministry works with approved recruiters to help schools find experienced, quality teachers, ready to be interviewed, at no cost to hire. The recruiter invoices the school, who completes a finder’s fee form, and the Ministry pays the recruiter directly.

The plan aims to attract over 850 additional teachers to meet an expected shortfall in 2019.

Analysis by the Ministry of Education shows that 650 extra primary teachers and 200 extra secondary teachers will be needed in 2019 to meet a rising level of demand, driven mainly by a forecast growth in the number of students in schools.

“We know that some schools and parents, particularly in the Auckland area but also in pockets around the country, are concerned that not enough teachers are coming into the system, and we are determined to pull out all the stops to meet next year’s [2019’s] projected shortfall,” the Minister said.

“We’re committing an extra $10.5 million, on top of the $29.5 million already announced since late last year, to ramp up teacher recruitment initiatives and increase funding for schools – bringing funding to $40 million this year to fill vacancies.”

This comes on top of the grants and subsidies already available to fill vacancies: • 3R National Fund – to recruit for staff in shortage subject and isolated areas • Further support for teachers required to repeat or re-sit aspects of the Teacher Education Refresh programme – at no further cost.

• Increase in the number of Overseas Relocation Grants to match the expanded recruitment drive – for returning Kiwi teachers and overseastrained teachers and additional funding for agencies to process more overseas teacher applications • Teacher Education Refresh (TER) subsidy can be accessed by overseas teachers who require it to meet certification requirements with the Teaching Council • Improved PLD support available for overseas-trained teachers – including a focus on induction that builds the culturally responsive practices needed to work in New Zealand.

“We know that some schools and parents, particularly in the Auckland area but also in pockets around the country, are concerned that not enough teachers are coming into the system, and we are determined to pull out all the stops to meet next year’s [2019’s] projected shortfall.”

These initiatives work together in aim of supporting more graduates into permanent teaching positions, helping experienced teachers get back into the profession, attracting NZ teachers back from overseas, and encouraging overseas teachers to come and teach in New Zealand.

Initiatives forecast positive change Deputy secretary early learning and student achievement, Ellen MacGregorReid says that as a result of these initiatives we should have a supply of teachers to meet demand.

“The decline in the number of people training to be teachers has been reversing, and the most recent information suggests that primary and secondary enrolments for teacher training have increased from 2017 to 2018 and look likely to have increased again this year,” Ellen says.

interest and currently has over 1,000 qualified overseas teachers screened and made available to schools for interviews.

“Of these, 152 primary teachers and 105 secondary teachers have so far accepted roles. Schools have currently lodged 258 vacancies with our recruitment agencies, to add to the 70,000 teaching workforce in New Zealand.

“Along with these short to medium term initiatives, we are developing an Education Workforce Strategy to make sure we have a flexible future education workforce to meet demands. This will cover early learning, primary, and secondary, learning support, administrative and executive functions, across Māori and English mediums.

“Attracting new teachers and increasing the supply of teachers “As at 17 March 2019, the ongoing is a priority for the Ministry,” overseas recruitment campaign has received over 10,800 expressions of Ellen says. www.principalstoday.co.nz Term 2, 2019 | 7

News | School Lockdowns

Learning from the lockdown

By Lydia Truesdale

On April 2 the Ministry of Education began its review of the citywide lockdown of Christchurch schools that took place on March 15.

Deputy secretary sector enablement and support, Katrina Casey, said on March 21 that children’s safety and wellbeing are paramount and it is very important our schools are able to protect their children.

“When Police imposed a city wide lockdown in Christchurch (on March 15), our schools, kura and early learning centres did the best job they could of keeping their children safe, in very challenging circumstances.

“Because this lockdown was for a significant period of time, covered a large area of a major city, affected a very large number of families and occurred at a time of uncertainty about the nature of the events that were unfolding, it is even more important than usual that we undertake a review of all aspects of the lockdown,” she said.

The review will be done in conjunction with Police and the three Principals’ Associations and will seek the views of students, parents, teachers, other schools and early learning centre staff, principals and early learning leaders.

A report of the review will be submitted by the Steering Committee to deputy secretary sector enablement and support, Ministry of Education by the end of Term 2 (July 5, 2019) for consideration of its wider applicability across the country.

Submissions close on June 7, 2019.

“Together representatives of schools and early learning services, New Zealand Police and the Ministry of Education will review the lockdown to learn from this event to make future lockdowns as effective as possible to ensure the wellbeing of parents, children, teachers, all other staff and leaders of schools, kura and early learning centres,” the Ministry says.

As it stands Schools are responsible for both students and teachers/workers/ employees through several pieces of legislation.

Under the National Administration Guidelines (NAGs), specifically NAG 5, boards of trustees are required “to provide a safe physical and emotional environment for students” (NAG 5a) and “to comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees” (NAG 5c).

In accordance with the Health and Safety at Work Act 2015 (HSWA), boards as the Person Conducting a Business (PCBU) must ensure, so far as is reasonably practicable, the health and safety of their workers and that other people are not put at risk by their work.

The board is therefore required under HSWA to ensure there is an emergency plan for the workplace. The emergency plan must provide emergency procedures, including an effective response to an emergency, evacuation procedures, procedures for notifying emergency service organisations at the earliest opportunity and medical treatment and assistance procedures.

The board is required to maintain and keep the emergency plan up to date to ensure that it remains effective. It is recommended that lockdown drills should be performed as frequently as once every term.

While the board holds the primary duty of care to ensure the health and safety of everybody involved with the school so far as is reasonably practicable, implementation of health and safety policy is usually delegated to the principal, who develops appropriate procedures and practices to ensure obligations and expectations are met.

Information and advice freely available There are plenty of resources provided by the Ministry of Education advising what to consider when putting together an emergency management procedures plan.

8 | Term 2, 2019 www.principalstoday.co.nz

These include the Ministry of Education’s Emergency Management Plan template and Planning and preparing for emergencies and traumatic incidents – Practical information and guidance for schools (December 2016) document, which can both be found through the Ministry’s website.

There are also plenty of resources for parents and educators providing tips for supporting children and young people after an emergency situation, which can also been found on the Ministry’s website.

The Review will include but not be limited to:

Steering Committee: Jude Soper – Best Start; Sherryll Wilson – Kidsfirst Kindergartens; Shane Buckner – Canterbury Primary Principals Association; Ross Hastings – Canterbury Association of Intermediate and Middle Schools; Phil Holstein – Canterbury West Coast Secondary Principals Association; Darryl Sweeney – NZ Police; Coralanne Child – Ministry of Education; Simon Blatchford – Ministry of Education.

Consider including the following in your lockdown plan: Risk definition

1. Communication pre, initiating and during the lockdown between New Zealand Police, the Ministry of Education, schools, kura and early learning services, and parents.

Identify possible types of emergences and traumatic incidents.

2. The physical logistics of lockdown for example building design, toileting considerations, food and water and positioning of students.

• The members of the school Incident Management Team (IMT) who will manage the emergency procedures; training for the IMT

3. The effectiveness of existing guidance provided to schools and early learning services regarding lockdown and make recommendations for change.

• Evacuation procedures

4. The effectiveness of school, kura and early learning centres specific policies and procedures for this type of situation and make recommendations for change.

5. The procedures and processes required when a lockdown is requested at one school or service, or multiple schools and services.

6. Whether or not improvements can be made in assisting schools, kura and early learning centres to ensure their parent communities are familiar with the emergency management and in particular lockdown procedures.

7. Whether or not it would be useful for the New Zealand Police and Ministry of Education to prepare a Guide for Parents for Lockdown management.

Planning The plan should include:

• The actions to be taken immediately and who is responsible for those actions; key activities for day one, day two and following days • Notifying emergency services at the earliest opportunity • Communication with staff, parents/families/whānau and the community • Medical treatment and assistance procedures, e.g., when a teacher or student is injured • Information on how key resources will be accessed, i.e., keys, site plans, medical kits, contact information for staff, students and other key contacts • Testing of the emergency procedures, e.g., fire drills, including the frequency of testing • Review of the emergency plan.

News | Technology

Screen use in schools A group of Kiwi parents are calling for guidelines to be drawn up around the use of digital technology in schools.

The group, most of whom have professional backgrounds in health and education, believe that the use of digital technology in schools can have great potential for learning, but that it’s use needs to be purposeful and moderate. Some New Zealand primary schools have near full digital immersion, with one-to-one iPad initiatives starting even as early as Year One. Paediatric Physiotherapist founder, Julie Cullen, says “there are many different views on device use in schools, and those views may all have valid points, but this is a discussion we need to be having. “An increasing number of studies are finding that high screen use is associated with negative impacts on children’s health and well-being. We know that most young people in New Zealand have well over the recommended amount of recreational screen time.”

While all screen content is not equal, the total time spent on devices is also important. “Schools and communities need to be working together, and asking questions – is it OK for our teenagers to spend 10 hours or more on a screen per day? Because with four or five hours of school use, a few more

for homework and then recreational use, that’s not an unusual amount,” Julie says.

“Is it OK for primary students to do most of their work learning on screens, another hour for homework, and then a few more for recreation?

Do our five year-olds need one-to-one iPad initiatives?

“To have children using screens for several hours at school and then to say it’s their parents’ responsibility to make sure they have enough balance is an issue. Particularly when schools are asking for children to bring a personal device with them and then to take it home to work on. Schools and communities need to work together to address these issues.”

Julie notes that while the evidence for computer use in education is, at best, mixed, an overall review of research by the OECD shows that moderate screen use seems to have some positive impact on educational outcomes.

However, high screen use in school, defined as more than one to two times per week or around 25 minutes a day, is associated with lower outcomes, particularly in areas such as mathematics and reading literacy.

Surprisingly the latest OECD report, as well as recent Australian research, shows that high screen use in schools is also associated with lower digital skills.

Even young people themselves are saying they have concerns, with data from the Pew Research Centre in 2018 showing that 90 percent of adolescents agree that ‘spending too much time online is a problem for teenagers’, and over 50 percent report trying to cut down on their smartphone use, mostly unsuccessfully.

The group notes that “digital technology will be a big part of our children’s future. We recognise that understanding how digital technologies work and gaining digital skills is going to be very important for children to have equal opportunities on leaving school.

“We also recognise that the introduction of devices into schools has

been well intended. However, if studies show that moderate screen use can have the best outcomes for educational achievement and gaining digital skills, and increasing evidence is linking high screen use to negative impacts on the health and well-being of young people – we need to be talking about this.

“More research is needed and digital technology is constantly changing, but our kids deserve our best effort to look at the research that does exist, and to make evidence-based decisions.”

The group has launched a website that summarises research on the impacts of device use in education, as a resource for both parents and educators. The website, www. sensiblescreenuse.org, looks at benefits and risks of digital technology use in schools, with recommendations for educators and strategies for concerned parents to take action.

www.principalstoday.co.nz Term 2, 2019 | 9

News | Hands-on Learning

The business of learning The 56th annual Young Enterprise Scheme (YES) is officially up and running.

“The young people I was lucky enough to talk to, show a social empathy and sensitivity that makes my heart sing. Great thinking, innovation and conscience about making a societal and environmental difference, just awesome.”

In March, Ara hosted hundreds of young and eager entrepreneurs from across Canterbury at a successful Kickstart / Tīmata 2019 event.

Following the Kickstart event, the young entrepreneurs will continue to work on bringing their businesses to life. The top six teams will compete at the Regional Finals in October, pitching their ideas in front of a panel of judges for a spot to represent Canterbury at the National Final.

As part of the YES programme, secondary students are introduced to the concepts of developing, setting up and running a business over the course of a year.

With over 600 students from 21 high schools signed up to participate in the competition, Canterbury is once more the region with the highest number of secondary school-aged YES applicants.

St Andrew’s College commerce teacher, Steve Aldhamland, who attended the Kickstart event at Ara, said it was a fabulous day that gave students a great overview of the resources and competitions that will follow in the year ahead.

Matt Benassi, who teaches Business Studies at Cashmere High School in Christchurch, said the highlight of Kickstart was seeing his students interact with members of the business community through the speed coaching sessions.

YES helps to develop not just business but also life skills: financial responsibility, the importance of relationships and moderating risks are only some of the previously recorded learnings.

“The young entrepreneurs got valuable insight into their business ideas and made real business connections. It’s amazing to see students who were apprehensive and nervous before they talked to the business coaches, go to students that are brimming with confidence and excited to get on with the next aspect of their business. And this was just the start of the YES programme.”

The students are going to have access to mentors from their school or external industry experts to help them work through strategy, product or service development, finance and marketing aspects.

Speed coach Roger Forde was involved as a first-time mentor in the event and he was impressed with the commitment the students brought to YES.

The programme aligns closely with the Ara approach of experiential, real world learning, which helps to develop problem solving, leadership and communication skills alongside core competencies.

Previous YES teams have gone on to run successful businesses and well known business people such as the CEO of Kiwibank, the founder of Eat My Lunch and the creator of the Charlie’s Juice empire have all completed the Young Enterprise Scheme.

Bernina Fashion and design is going through a resurgence in New Zealand schools, and BERNINA is committed to helping schools meet the demands of today’s student.

Technology in the sewing world has moved greatly in the last 15 years, however many schools still have fleets of machines in need of replacement.

BERNINA, as a platinum sponsor of HETTANZ, offers special school prices on a range of machines suited to the demands of the classroom.

We don’t sacrifice on the robustness of our machines, or the quality of our machines, as we believe that a machine that lasts is the right investment in schools.

Machines in classrooms need to be simple to use, but also be suitable for a Year 7 student, right through to a Year 13, that’s why BERNINA has just launched a new 3 series of machines which are perfect for schools.

We still have the heart of the BERNINA machine that teachers have loved and trusted for decades, but 10 | Term 2, 2019 www.principalstoday.co.nz

a brain that is advanced enough to keep students engaged during class.

Sewing is such an important skill for the future and students deserve the best tools to learn with.

But the machine isn’t the only way BERNINA helps schools, through our association with HETTANZ, we offer training to help your teachers get the most from their machines, and have a nationwide network of trained BERNINA service centres to ensure our machines are kept in the best condition and last.

To discuss your schools sewing needs, contact your local BERNINA sewing centre, or BERNINA directly on 0800 70 18 18.

News | In the Classroom

Exploring education Worldwide education developers, Kaospilot, described as one of “the best design schools in the world”, are coming to Wintec this July so New Zealand teachers can experience a Kaospilot masterclass workshop.

Wintec academic Julie Ashby and product manager Dallas Snape have been working with Kaospilot to bring the first workshops to New Zealand, and they want to share the experience with teachers across the region and beyond.

“The Kaospilot programme encourages participants to take a deep dive into experiential learning, learn to think like a student as well as a teacher and a pioneer, and consider working across a faculty rather than solely focussing on a subject,” says Ashby.

The three-day July workshop for 24 participants is now open for registration and will explore the Kaospilot approach to transformational education, developing teachers through autonomy, risk-taking and action-based learning.

The Kaospilot approach has strong synergies with Wintec’s Ako: Teaching and Learning Directions, a programme of transformational change in response to the need for new ways of teaching and learning. Ako is based on the

“The Kaospilot programme encourages participants to take a deep dive into experiential learning, learn to think like a student as well as a teacher and a pioneer, and consider working across a faculty rather than solely focussing on a subject - Wintec academic Julie Ashby

principles of authentic, learner-centred and inquiry-based learning.

new type of education that could help young people navigate the changing reality of the late 20th century.

highly recommend this professional development opportunity for teachers and educators,” adds Ashby.

Twenty-five years later, Kaospilot is working worldwide to achieve positive social change though personal growth and enterprise by helping creative leaders design education for the future.

After experiencing the workshop, it didn’t take much convincing for Ashby and Wintec colleague, Dallas Snape, to sign up on a three-year journey to train as Kaospilot facilitators. Their next plan was to get Kaospilot to New Zealand, and they’ve succeeded.

Wintec has been working to develop new approaches to teaching and learning and wants to extend this to support educators from all areas.

BusinessWeek has recognised Kaospilot as “one of the best design schools in the world”, and Fast Company has named it in its Startup League’s Big 10, “preparing you for the fast-moving startup economy”.

Kaospilot was founded in Denmark in response to the emerging need for a

“I took part in a Kaospilot masterclass workshop in Sydney last year and I

Find out more and register now for The Art and Craft of Designing & Facilitating Learning Spaces Masterclass, 8-10 July, 2019 here: www.smore.com/9q36w.

www.principalstoday.co.nz Term 1, 2018 | 11

Working Space | EOTC

How do you know you are keeping your students safe in the outdoors?

Outdoor education creates unique learning experiences that can’t be replicated elsewhere – but how do you know your outdoor activity providers are as serious about safety as you are?

What are your responsibilities when it comes to choosing an organisation to lead your students safely in activities that inherently come with risks?

We’ve heard from our school clients that safety management can be daunting in the era of the new Health and Safety at Work Act. However, with the right advice and support, the process of ensuring the safety of your outdoor education programme – and demonstrating that you have done so – does not need to be onerous.

The purpose of this article is to break down the key safety requirements that outdoor activity operations should meet, and help you understand the role of the school in outdoor education safety.

Under the new health and safety legislation, a greater portion of responsibility for ensuring staff and student safety has shifted to the top management and governance level of schools.

As school leaders, your task is do what is ‘reasonably practicable’ to ensure safety. In practice, this means you are looking for specific markers of safety when selecting operators to provide outdoor education experiences.

Your due diligence needs to show you that your operator has the highest standard of safety systems in place.

‘Because we have always used this operator,’ is not a sufficient answer anymore!

What does a good operator look like?

• Comprehensive Safety Management System (SMS) in place • Systems reflected in practice • Trained and qualified staff with regular professional development to maintain skills currency • Regularly updating and improving their safety systems.

Every operator has their own unique setting and circumstances, so every SMS will be different. And remember – it’s not your responsibility to manage all of this! But you must be able to show that you have satisfied yourself that the operator is doing a great job of managing it.

The best way to know for sure that an outdoor operator is strong on safety, is to look for an accredited safety certification.

So why Qualworx and OutdoorsMark?

Qualworx, through the OutdoorsMark certification, has been working in the field of adventure activity safety for more than 10 years, and is internationally accredited to conduct adventure activity safety audits that meet WorkSafe and DoC requirements.

We also work with Education Outdoors NZ to deliver EOTC audits for schools and other education providers – so we know your sector and its needs.

A certification such as OutdoorsMark assures you that the operator will put safety first, will understand the specific safety needs of your school, and will be able to provide all of the records and information you need to complete your own due diligence.

Our auditors are highly qualified experts in health and safety management in the outdoors. Clients choose OutdoorsMark certification because it’s a time-honoured and trusted seal of quality when it comes to safety systems.

Continued on page 14 >

THE BEST OUTDOOR EDUCATION FACILITY IN NEW ZEALAND Kokako Lodge Trust is an 82-bed residential camp accommodation venue situated at the foothills of the Hunua Ranges Regional Park. Kokako Lodge Trust has a range of activities on offer including High Ropes, Rock climbing, Abseiling, Archery, Low ropes, Team building games, Kayaking and Raft building.

We tailor make programmes to suit your needs.

EOTC OUTDOOR ADVENTURE & ACCOMMODATION Only 29kms from Auckland Airport & 12kms from Bruce Pulman Park

P: (09) 292 4349 / E: office@kokakolodge.org.nz / www.kokakolodge.org.nz

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*indicative only – please contact for full details on programme opportunities

AUCKLAND

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Hunua (Camp Adair) 2487 Hunua Road, Papakura Phone: Outside New Zealand 0064 9 292 4886 Within New Zealand 0800 003 913 E: campadair@ymcaauckland.org.nz W: www.ymcaauckland.org.nz

Camp Kaitoke 184 Marchant Road Kaitoke, Upper Hutt P: 64 4 526 7338 Russell Jacobi P: 027 839 6672 E: Outdooreducation@ymcawellington.org.nz W: www.ymcawellington.org.nz

Shakespear Lodge (Camp) Shakespear Regional Park Whangaparaoa Phone: Outside New Zealand 0064 9 424 7111 Within New Zealand 0800 004 058 E: shakespear@ymcaauckland.org.nz W: www.ymcaauckland.org.nz

................................................................................................

CHRISTCHURCH

Group Manager Outdoors: Dave Lockwood E: dave.lockwood@ymcaauckland.org.nz P: 021 244 0855 ................................................................................................

CENTRAL Camp Raukawa 5163 Parapara Highway SH4, RD3, Whanganui, P: 06 342 8510 E: campraukawa@ymcacentral.org.nz

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We build strong kids, strong families, strong communities by investing in the next generation.

OAMUI CAMP 159 Mokomoko Road Invercargill P: 03 218 2989 ext 2 E: reception@ymcasouth.org.nz

Arthur’s Pass Outdoor Education Centre P: 64 3 318 9249 E: apoec@ymcachch.org.nz W: www.ymcachch.org.nz Gemma Murphy Manager Main Road, Arthurs Pass

Robyn Mann Operations Manager Email: robyn.mann@ymcacentral.org.nz

SOUTHLAND

YMCA Wainui Park Michael Linton Manager Wainui Valley Road, R D 2, Akaroa 7582 P: 03 3048460 E: michael.linton@ymcachch.org.nz W: www.ymcachch.org.nz

YMCA Adventure Centre EOTC Climbing indoors and outdoors, & Clip n Climb Christchurch Central City / Port Hills P: 03 377 3000 E: climb@ymcachch.org.nz W: www.ymcachch.org.nz ................................................................................................

HAWKES BAY Various locations P: 06 878 3027 E: kevin@ymcahb.org.nz www.principalstoday.co.nz Term 2, 2019 W: www.ymcahb.org.nz

| 13

Working Space | EOTC Continued from page 12 >

There are several OutdoorsMark certifications to reflect the range of operators in the sector: • Adventure activities (AA) are those that can expose the participants to significant levels of risk. This risk needs to be effectively managed by the operator. The Health and Safety at Work (Adventure Activities) Regulations are the government’s requirements for operators providing these activities to the public. AA certified operators are registered with WorkSafe New Zealand. An AA certification means the auditor has confidence in both the operator’s safety management systems, and onthe-ground implementation of the systems • A Premium certification means the operator places the utmost importance on the safety of their clients. This voluntary audit reviews both the documentation and application of the safety systems against the Health and Safety at Work Act, and assures potential clients that the operator meets and often exceeds the required safety standards. An operator may be Premium certified only, if they do not provide adventure activities, or both AA and Premium certified, if their activities

“We’re going rock climbing...”

What could possibly go wrong?

comprise both adventure and non-adventure activities • A Safety Management System Document certification shows that the policies and procedures of an operator meet the requirements of the Health and Safety at Work Act. This audit examines the safety documentation and recordkeeping of the operator • EOTC audits are primarily designed for schools that wish to gain an external evaluation of their safety systems for Education Outside the Classroom • Incorporating both the legislative requirements and the Ministry of Education’s “Keeping the Curriculum Alive” EOTC Guidelines, these audits provide confirmation to top management and boards of trustees that the school meets required standards for managing the safety of students and staff • Our EOTC auditors are closely linked with the education sector, and work with EONZ to ensure our feedback meets the needs of the schools. This audit has also proved popular with operators who work closely with schools, as it is aligned with EOTC standards and expectations.

When we teach maths, we don’t contract a Sudoku hobbyist – we front with a professionally trained maths teacher. And when we teach rock climbing (and outdoor education in general), we increasingly contract professional outdoor instructors.

The Ministry’s online EOTC Guidelines outline the duty of principals and other BOT trustees to exercise due diligence around safety. This involves

making sure that the school is doing all that is reasonably practicable to ensure the health and safety of staff and students.

Offers 27 acres of gorgeous New Zealand bush and parkland, thriving with native bird life, just 45 minutes from downtown Auckland. It overlooks the stunning waters and islands of Mahurangi and accesses a secluded rocky shore and large sandy beach. It’s the perfect spot to host a group whether large or small since we have two independent facilities.

Phone: 09 424 7633 • Email: office@psyv.org.nz • Web: www.psyv.org.nz

14 | Term 2, 2019 www.principalstoday.co.nz

Working Space | EOTC So, how does a principal conduct due diligence and check that independent contractors are actually professional?

Providers must be registered When outdoor activities such as rock climbing are deemed to be high risk, providers are subject to the Health and Safety at Work (Adventure Activities) Regulations 2016. The regulations cover activities that are designed to deliberately expose the participant to a serious risk in dangerous terrain or dangerous waters.

If you provide sufficient information, WorkSafe will advise on whether planned activities meet the criteria.

Although schools are exempt from the Adventure Activity Regulations, independent contractors aren’t. This means that they must be audited and certified, and then registered

by WorkSafe.

What’s involved in a safety audit?

Every three years, a qualified auditor from an accredited audit body conducts an extensive review of the provider’s safety management system.

The auditor measures the safety planning documents compliance with the Adventure Activities Safety Audit Standard 2017, which was developed with extensive sector input. The next stage involves technical experts observing the activities and advising the auditor as to whether the activities meet sector good practice.

If the auditor is satisfied, the audit body will certify the provider and

recommend that WorkSafe registers them.

Shorter surveillance audits are conducted in the intervening years.

The Adventure Activities Certification scheme mandates how this auditing process is done. Audit bodies are accountable to JAS-ANZ, the accreditation agency that audits them twice a year and also uses technical experts to witness auditors in the field.

The regulations are now well bedded in, with most providers having been through two three-yearly audit cycles.

Auditing doesn’t guarantee safety but it’s difficult to envisage a system that could do more.

What should schools do?

Despite independent providers jumping through these audit hoops, some schools continue to ask for providers’ planning forms and even their full safety management system.

This frustrates providers who have gone to considerable trouble to pass their audit and at some expense: they see schools second guessing trained auditors and technical experts.

To meet their obligations to parents and students, schools involved in high-risk activities should search the WorkSafe Register of adventure operators to check that providers are registered. Much of the due diligence requirement around safety has been done for them.

However, schools can’t simply contract out their responsibilities.

Under the Health and Safety at Work Act 2015, schools do need to ‘consult, co-operate with, and co-ordinate activities’ with the registered provider regarding where each party’s roles and responsibilities begin and end. For example, the school and the provider need to discuss any student issues that could affect safety, and who is responsible after an activity is finished for the day.

and various other qualifications may be relevant too.

What about less adventurous activities?

There are many activities that aren’t defined by the regulations as adventure activities, and therefore don’t need to be (and can’t be) on the WorkSafe public register. However, many providers will have chosen to be audited anyway – they value an external review of their programme.

Nevertheless, the EOTC Guidelines recommend that schools with an extensive outdoor education programme consider an outdoor safety assessment from an audit provider.

For those independent providers that haven’t been audited, schools do need to ask more questions, including what qualifications the instructors hold.

The New Zealand Outdoor Instructors Association (NZOIA) lists members’ qualifications on their public website,

Should we get our school programme audited?

Many schools have qualified outdoor education teachers providing a programme under the school’s safety management system. In these cases, principals may be comfortable that the programme is run safely.

While an audit can’t guarantee there won’t be an incident, it will enhance safety and it will ensure that most due diligence requirements are met, especially when teachers don’t hold nationally recognised outdoor qualifications.

And when little Kim takes the consent form home to mum, you’ll know you’ve done what you can to minimise the risk around that rock climbing day.

CYC IS AN AMAZING PLACE TO HAVE YOUR NEXT CAMP Whether you want to be busy and active or quiet and relaxing, we can help you make great memories!

We offer a wide range of fun team building and adventure activities, accommodation, and rooms for meetings. If your group is anywhere between 50 to 450 people, we would love to host you at our place.

An OutdoorsMark certification shows that our camp has met the highest standard of safety in the adventure activities industry.

148 Waingaro Road, Ngaruawahia Phone: 07 824 8495 Email: info@cyc.org.nz Website: www.cyc.org.nz

Boyle River Outdoor Education Centre The Boyle River Outdoor Education Centre has provided tailor-made outdoor education programmes for school and community groups for 40 years.

The outdoor environment is full of opportunities for growth and adventure. We believe that being in this environment, working with others through challenges and activities creates a rich learning environment for developing the NZ Curriculum Key Competencies and other life skills in students and adults alike.

We offer more than just high ropes & team building activities, abseiling and rock climbing at various locations around Canterbury and the West Coast, river crossing and safety, tubing, bush craft, tramping, overnight camping, Night activities and cross curricular activities!

Get in touch with us now and check out our website www.boyle.org.nz for more information.

Operated by the North Canterbury Alpine Trust; The Boyle is registered with WorkSafe NZ as an Adventure Activities Operator (AAO 395) under the Adventure Activities Regulations, 2016.

www.principalstoday.co.nz Term 2, 2019 | 15

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Working Space | Performing Arts

Stages and seating designed for high performance Stronglite Staging’s range of performance stages and staging equipment are made in New Zealand to the highest standards.

Stronglite Staging® supplies safe, durable, versatile, simple and easy

to use equipment to support your performance or presentation. All products are compliant with the latest health and safety standards and codes.

Take your pick: a stage extension, catwalk, seating by the pool or field, dance, choir, orchestra practise or theatrical shows, kapa haka performance and more. Invest in quality by Stronglite Staging®.

KEY FEATURES Strength: Stronglite Stage and Seating products are designed and manufactured to be strong and durable and are tested to make sure they meet our high standards of performance under live and static load conditions.

Lightness: Innovative design and use of material creates equipment that is light and easy to handle, saving time and possible injury.

Safety: Engineer’s design certification, documented test results, qualified trades-people, monitoring of product in the workplace, established safe working loads, and our products conform to or exceed industry regulations and guidelines. You can be sure that our premium quality products meet exacting safety standards.

Simplicity: Superior design ensures our products are quick, simple and easy to transport and assemble, saving you time and effort.

Versatility: Particular attention has been paid to designing stage/seating systems that are multi-use wherever possible, including indoor and outdoor use. Stage sections can form stage platforms, catwalks or can be tiered for audience seating or seated choir/orchestra use, stage extensions and pit infils.

The list of what’s on offer is impressive and includes: • Stage platforms • Choir / chorus / orchestra / audience seating risers • Portable grandstands • Ramps and bridges • Steps • Lecterns • Ballet barres • Trolleys • Drapes and frames • Group photographic stands • Wenger products USA.

Portability: We design for easy handling, transporting and storage.

Choir risers fold up and wheel away.

Grandstands quickly disassemble for easy transport and storage. Wheels and trolleys are also available for increased manoeuvrability.

Achieve your best with the Stronglite Staging® range of top quality products.

Stronglite Staging® Limited Sales 0800 78 78 99 Hires 0800 12 12 33 www.stronglite.co.nz

Safe Surfaces Playground Non-Slip Safety Surfacing Playground Rolls & Pads Custom manufactured to suit the size & shape of your safety area for an impact absorbent, all weather safety surface.

Duraseal Non-Slip Surfacing Seamless non-slip system permanently bonded to the existing surface. Ideal way to refresh worn, slippery & splintering timber.

Playground Rolls & Impact Pads • • • • • •

Made to suit any shape and size Beveled edges built into matting Porous & Non Slip Noise dampening Easy to self-install 7 different colours to choose from.

Custom manufactured to suit the shape and size of your safety area.

From 15mm to 50mm thick, playground rolls provide an impact absorbent all weather safety surface. When located in high traffic areas like underneath swings and slides, the impact pad stops wash out and scuffing of the base material while providing superior absorption and safety.

Duraseal Non Slip Surfacing

Doorway Threshold Ramps Provides equal access to any doorway, curb, pathway or threshold step. Ramps are made to fit with any site specific details built in including compliant slopes.

It’s Simple & it Works! Learn More @

0800 80 85 70

www.burgessmatting.co.nz

A seamless non-slip system permanently bonded to the existing surface. Dura-seal provides an ideal way to refresh worn, slippery and splintering timber.

Doorway Threshold Ramps • Very durable and non-slip • Quiet entry for foot and wheels • Can be loose laid or permanently fixed in place • Custom made to fit.

Provides equal access to any doorway, ranch slider, curb, pathway, or any other situations with a threshold step. The ramp is made to fit, with any indents, beveled edging, compliant slopes or site specific details built into the manufacturing of your threshold ramp.

• Suitable for high traffic areas- foot and light vehicles are ok • Can be coloured and applied to slopes • Highly durable, easy to clean, all weather surface • DIY repairs are very easy for unforeseen damage • Different grades of rubber available to alter the non-slip properties.

Contact Burgess Matting & Surfacing Our matting is made in New Zealand from recycled rubber. Find out more by calling us on 0800 80 85 70, see the range at www.burgessmatting.co.nz, or email us on: sales@burgessmatting.co.nz

www.principalstoday.co.nz Term 2, 2019 | 17

IT’S ALMOST TIME TO CELEBRATE THE

2019 PRIME MINISTER’S EDUCATION EXCELLENCE AWARD WINNERS PREVIOUS WINNERS 2018 Flaxmere College • Toru Fetū Kindergarten • St Paul’s Collegiate • Rotorua Girls’ High School • William Colenso College • 2017 Manurewa Intermediate School • Invercargill Middle School • Te Kōhanga Reo ki Rotokawa • Waitakere College • William Colenso College • 2016 McAuley High School • Karanga Mai Young Parents’ College & Early Learning Centre • Rangitoto College • Rotorua Boys' High School • Te Puna Reo o Puhi Kaiti • 2015 Gisborne Boys’ High School • Barnardos KidStart Childcare, Hastings • Central Regional Health School • Mangere Bridge Kindergarten • 2014 Otumoetai Intermediate School • Kerikeri High School • Makoura College • Nōku Te Ao • St Thomas of Canterbury College • Top of the South Trades Academy 18 | Term 2, 2019 www.principalstoday.co.nz

TEACHING THAT CHANGES US ALL Working together, great teaching makes a big difference not just to children and young people, but to whānau and the wider community.

There are many positive stories across education and the Awards are one of the ways to highlight the fantastic work being done in early learning services, schools and communities. One of these inspiring stories is from Flaxmere College, who won the Excellence in Teaching and Learning Award and the Prime Minister’s Supreme Award last year in recognition of their work to transform their school, and uplift student engagement and achievement.

The annual Prime Minister’s Education Excellence Awards celebrate outstanding education practices in early learning services, kōhanga reo, ngā puna kōhungahunga, schools and kura that support learners to succeed.

If your team is doing great things for learners, their whānau and your community, the Awards are a great opportunity to recognise and share your achievements so others can follow in your footsteps.

THE 2018 SUPREME AWARD WINNER FLAXMERE COLLEGE Flaxmere College has worked closely with students, staff, whānau and its community to transform the school.

Prior to this work, many students weren’t succeeding, and there was also low engagement from whānau and the community. This served as a wake-up call and gave everyone a sense of urgency to make a difference together.

“The community, as well as staff and students, had given up on the school because it wasn’t serving them well - so listening to them was the catalyst for change,” says Principal Louise Anaru.

The beginning of their journey was about building relational trust, walking the talk, having integrity, and being honest and open.

The school and their students co-designed their own approach to teaching and learning to revive student engagement and uplift achievement. They also engaged the local and school kaumātua and kuia, and the wider community, to ensure that students experience a highly inclusive environment that supports their academic, social and cultural aspirations.

“We are all part of a whānau and we look after each other, each other’s learning. That is one of our school’s core values – whanaungatanga.”

Through the engagement process, the school came up with a shared vision for success and a strategy to support it. The school’s motto Student Success is the Only Option was part of the process and came through in student and whānau voice, and is now part of the staff mantra.

“We know from the evidence that we can make a difference and we will together. This is the only option because we are not going to give up on any student. It’s about accountability and responsibility, and it’s also affirming and empowering for our teachers to know they can make a difference.”

As a result, students became active learners who are more confident and well-connected to their school community. They became more mindful and developed a stronger sense of identity.

This led to a significant increase in student success in achievement, engagement, attendance, and retention.

In her speech upon receiving the 2018 Prime Minister’s Supreme Award on behalf of their school, Louise says, “it is our actions that define us as leaders – whakataukī in ate mahi, he rangatira. We’ve led this journey together, partnering with our students, our whānau, our wonderful teachers, staff and our community, to make a real difference for our community.” www.principalstoday.co.nz Term 2, 2019 | 19

CELEBRATING AND SHARING SUCCESS STORIES “We celebrate this with all our staff, children, their parents and communities who have been very much a part of this journey. We also want to acknowledge those who’ve passed and those who’ve retired who began this journey, and hopefully they’re with us tonight.”

Senior Manager Community and Participation Lealamanu’a Aiga Caroline Mareko

Excellence in Engaging 2018 winner, Toru Fetū Kindergarten

“Our Te Ao Kapurangi initiative has transformed our schools and ensures equity and excellence for all our ākonga.

This success acknowledges the outstanding work of our whole Rotorua Girls’ High School community.”

Principal Ally Gibbons

Excellence in Governing 2018 winner, Rotorua Girls’ High School

“We’re going to go on from here, we’re going to get agribusiness into as many schools as we can in New Zealand – a great driver for New Zealand’s economy in the future.”

Deputy Headmaster (Academic) and Director of Agribusiness Peter Hampton

Excellence in Leading 2018 winner, St Paul’s Collegiate

“We do what we do to ensure equity by providing the necessary support for those who do need it the most. [This is a] call for all schools and everybody in New Zealand to influence the power to provide student-centred wraparound support for all students.

Because we can’t do it on our own.”

Principal Daniel Murfitt

Education Focus Prize 2018 winner, William Colenso College

GET INSPIRED If your team is doing great things for learners, their whānau and your community, it's time to share your achievements so others can follow in your footsteps.

Get inspired - see previous winners’ stories in action at pmawards.education.govt.nz and enter the 2020 Prime Minister’s Education Excellence Awards to share your story.

20 | Term 2, 2019 www.principalstoday.co.nz

PMAWARDS.EDUCATION.GOVT.NZ

THE AWARDS CATEGORIES

BENEFITS FOR YOUR TEAM AND THE WHOLE COMMUNITY

Award entries are judged across four categories, plus an Education Focus Prize. The Prime Minister’s Supreme Award is then given to the single best overall entry among the four category winners.

EXCELLENCE IN ENGAGING

This award celebrates working together as a community to transform relationships and strengthen achievement, leading to improved and sustained outcomes for all children and young people.

Sharing your achievements benefits the whole education sector — and it can benefit your school, kura or early learning service too, with prize packages that include significant financial awards and professional development opportunities.

• All accepted entries will receive feedback from our independent Judging Panel made up of education experts.

EXCELLENCE IN LEADING

This award celebrates leadership and its influence on strengthening professional capability and creating a change in conditions, leading to improved and sustained outcomes for all children and young people.

EXCELLENCE IN TEACHING AND LEARNING

This award celebrates teaching that transforms the learning of all children and young people, and achieves improved and sustained outcomes.

• All finalists receive certificates and a financial award to acknowledge their contribution to education.

• Winners of the four categories and focus prize each receive a package that includes a trophy, certificate, a financial award of $20,000, and a professional development opportunity.

• The winner of The Prime Minister’s Supreme Award receives a package that includes the Supreme Award trophy, a certificate, an additional financial award of $30,000 and an opportunity to represent New Zealand education.

EXCELLENCE IN HEALTH AND WELLBEING EDUCATION

This award celebrates practices that enhance the health and wellbeing of all children and young people, and achieves improved and sustained outcomes.

EDUCATION FOCUS PRIZE

The focus of the Education Focus Prize changes each year.

The 2019 Education Focus Prize celebrates Māori-medium education in kōhanga reo and ngā puna kōhungahunga (early learning services), kura, schools and wharekura that delivers excellent outcomes for tamariki and rangatahi.

THE PRIME MINISTER’S SUPREME AWARD

FOR MORE INFORMATION

visit pmawards.education.govt.nz email info@pmawards.education.govt.nz or call 0800 PM AWARDS (0800 762 927)

This award is selected from the winners in the four Award categories and celebrates the most outstanding entry received overall.

STRATEGIC PARTNERS

www.principalstoday.co.nz Term 2, 2019 | 21

Working Space | Security

Paging systems for schools Following stray dogs roaming the school grounds, Three Kings School reviewed their lockdown procedures and identified that they needed a means of easily communicating with the whole school to better initiate a lockdown. The 2N Paging System was the answer.

They contacted Edwards education specialist Jamie Cashmore and he worked with them to design a simple to use public address system that runs over the network.

• Pieces of music are used instead of a “bell” over the system.

The system consists of a speaker in each classroom, common room and four outdoor zones, providing coverage to all areas with the ability to page to all or any zones independently.

Two paging stations give the school the ability to trigger a lock down announcement from reception or the principal’s office.

Pre-recorded content is programmed on the microphone console to play specific messages in the event of a fire, earthquake or other emergencies such as a dog attack or unidentified strangers on school grounds.

In addition to the instant paging and messaging, Three Kings is also using other aspects of the system, including: • Scheduled bell - no more hand-rung brass bell

The 2N Paging System This breakthrough technology uses your local area network (LAN) rather than audio cabling, so minimises disruption and costs. Existing speakers can often be utilised.

The system offers: • A school bell that you can tailor to any mp3 - bird song, cultural music, student-created jingles • Scheduled or ad lib announcements • Whole school paging • Paging to individual classrooms, zones or outdoor areas • Ease of use • Emergency lockdown.

Using your existing network to connect speakers you get bell, voice, paging, music and/or pre-recorded messages from anywhere and can trigger pre-recorded announcements

Two paging stations give the school the ability to trigger a lock down announcement from reception or the principal’s office. through your PA system from an alarm activation, a press-button, or PIR. Particularly suited for school paging and bell systems, it is very flexible and can even be used to modernise part of your Soundcraft PA (if the speakers are still working), and easily connects with your VOIP phone system.

The installation is simple - you don’t need to get audio cables or 100v line connections to where you need the speakers - it uses your network. Also utilised in military and large industrial complexes to get critical audio to hard to reach places as it is stable and secure.

It is easy to install, cost effective, delivers high quality sound and is a reliable technology.

Edwards Sound Systems Ltd 68 Walls Road Penrose Auckland (09) 571 0551 info@edwardsnz.co.nz www.edwardsnz.co.nz

A complete school communication system Paging Systems Make live announcements, play school bell and scheduled messages and trigger emergency messages, lockdowns and alarms.

• Make announcements to individual rooms or zones • Uses existing network - saving time and money • Easy school-wide connection and audio coverage • Totally customisable to your needs, bell timetable, etc.

• Quick to install and maintain settings

Make announcements from anywhere on the school network.

Play scheduled announcements, bells, music, lockdown and warnings.

Speakers and other audio interfaces connect to the network.

Flexible and reliable.

Contact us for more information or make an appointment for a free consultation

Edwards Sound Systems Ltd • Ph (09) 571 0551 sales@edwardsnz.co.nz • www.edwardsnz.co.nz

22 | Term 2, 2019 www.principalstoday.co.nz

A school paging system allows important information and messages to be broadcast everywhere you need it, any time, and with an easy to use central control interface.

Modern audio systems such as 2N and ITC replace conventional paging equipment and give you an easy-to-use interface to manage the bell schedule, (use a piece of music or any sound file for the bell), trigger lockdown and alarms, and even play different bells and messages to different zones, or even room by room.

When we say “replace”, we can sometimes integrate this technology with existing systems you already have to augment the functionality of legacy systems – i.e. by adding a bell scheduler and alarm panel interface, lockdown triggers and more.

Expandable It is easy to expand these networkbased systems and add more speakers, or relocate existing speakers to new rooms. The beauty of our 2N and ITC systems is that you can relocate a speaker to another room’s network connection and it will sync back up with the main PA automatically and carry on receiving broadcasts without any extra management needed.

Easy to use You get a simple and modern control interface over bells, live and prerecorded announcements, alarm and lockdown drills, and also have

a mechanism to trigger emergency messages, lockdowns and alarms.

The system uses your network to provide total control and flexibility over your school communications with connection through indoor and outdoor speakers everywhere: classrooms, corridors, fields and halls.

You will be able to create and maintain your own bell timetables, messages and classroom zones without your IT expert’s help – and being PC based, if you do need help it is just a Teamviewer session away from anywhere in the world.

And there’s an app…

ITC’s system allows live streaming of audio files lets you make live announcements from your smartphone to selected or all zones.

Classroom solutions These systems are not just for bells, paging and public address.

Some speakers can also be used as “classroom speakers” for a teacher’s microphone (headset wireless microphones) or for projector and AV sound connections. Flashing lights can be triggered as visual indicators that a message or bell is being played in special needs classes.

In a nutshell • Make announcements to individual rooms or zones • Uses existing network - saving time and money • Quick to install and maintain settings.

Save time, save money, reduce risk – why wouldn’t you outsource your financial administration?

Principals have a huge workload and a wide range of responsibilities – so why wouldn’t you take every opportunity to save some time, save some money, and reduce the risk of fraud and misappropriation?

Peter McBreen, the managing director of Education Services Limited (ESL), shares his thoughts on school finances.

Education Services completes the Financial Administration for almost 700 schools - the largest such provider in New Zealand.

ESL has been around since the advent of Tomorrow’s Schools.

There isn’t much Peter and his team haven’t seen with regard to school finances over the last 29 years.

Peter has also worked auditing schools for three years (“working on the dark side” as he refers to it) so is well placed to comment on the various types of service and reporting that are available to schools.

“For the life of me I just don’t know why a busy principal

would want to have all their finances in-house. It is just so costly – and risky,” he says.

“Ninety percent of all school fraud happens when accounting and creditor payments are handled in-house.

“Often, when we do a marketing presentation to a school we get the response that ‘yes that looks great, but we get very good reports etc from our in-house person who has been doing it for years, things are fine. But if things change, or someone leaves, we will contact you’.

“And perhaps a year or two down the track they do contact us because someone has left or something changes and we pick up where they left off, and I can tell you things were not fine!

“But as a principal how could you tell for sure? You trust the reports put in front of you.

You trust that the amount shown on the report is the bank balance as shown, you trust that all transactions are included, you assume that the correct accounting treatment has been used so there are no nasty surprises at year-end.

Unless you are both a principal and accountant and also have

the extra time it takes to check everything thoroughly, it can be very hard to tell.

“I do acknowledge there are some very, very capable and skilled EOs working in schools.

Not all prepare poor reports by any means, but the point is that often the principal will not be able to tell if there’s a problem with the reporting until it is too late.

“There are many good school accounting service providers.

They specialise in school accounting – day in and day out that is all they do. Their knowledge, experience and skill are a wonderful asset to schools.

“And there is also the fallacy that hiring an EO to facilitate school finances in-house is cheaper than outsourcing.”

Peter acknowledges it can be difficult for a principal to put a cost on doing the job in-house, and therefore when confronted with the cost of outsourcing it can appear expensive at first glance. But when a detailed comparison is done the in-house option is more expensive.

Some obvious benefits to using a service provider are: 1. Significantly decreased hours spent on finance in the admin office.

2. Service providers perform all year-end accounting functions, meaning the school does not need to employ someone with accounting skills to work in the school office.

3. Significantly reduced risk of fraud and misappropriation.

4. Access to school financial experts.

5. Timeliness - have everything (annual financial statements, board reports, GST returns) done on time, every time, without having to worry.

6. Accounting software and data backup costs are included in the service provider’s fees.

7. Using a service provider can result in a reduced audit fee.

We call it ‘peace of mind’.

Can you afford to not outsource your accounting functions?

We provide peace of mind financial care for schools Education Services is the market leader with superb reporting and a very satisfied clientele throughout the North Island.

Accounting services We call it peace of mind financial care.

We provide your school with a professional, cost-effective service.

Property services We have a dedicated team of specialists experienced in all matters of education property management. Our knowledge and performance is highly regarded by school trustees.

Whangarei: (09) 438 2337 Auckland: (09) 585 1671 Hamilton: (07) 847 2672 Rotorua: (07) 349 4106

New Plymouth: (06) 757 5489 Wanganui: (06) 349 0903 Lower Hutt: (04) 589 5533

www.educationservices.co.nz

Working Space | School Security

Computer Security

Toolkit helps navigate data privacy minefield A data privacy toolkit has been released to help New Zealand organisations manage and protect personally identifiable employee as well as customer data, as tough international rules about information security send ripples around the world.

Creating a security risk management plan Creating a security risk management plan involves identifying security risks at your school and planning how to reduce these risks.

There are several steps to creating a security risk management plan.

1.1. Audit and assess your security risks Assessing your school’s security risks will guide your decision-making around what security measures to put in place. Knowing your risks will help you identify and prioritise actions your school can take to deter vandals and thieves.

Get a Ministry-funded formal security audit The Ministry of Education may pay for a formal security audit if your school has suffered damage to its buildings and other facilities through arson. For a tailored assessment or formal audit, talk to your property advisor.

Do your own security audit If your school is not eligible for a tailored assessment or formal audit, you can do your own audit. Use the Risk Management Planning Tool to review all the areas in a school that could pose security risks, and to help you develop your risk management plan.

Independent Security Consultants • Security Audits and Risk Reviews • Specification Preparation • Contract and System Audit • Project Management • Independent Inspections • Condition Reports Prepared Email: bill@grovesconsultants.com Phone: (09) 482 2378

www.grovesconsultants.com

Using a security consultant You can use a security consultant to audit your security. They can also help you choose and arrange instalment of your security system. Your security consultant must be licensed under the Private Investigators and Security Guards Act 1974 (New Zealand Legislation website), and/or a member of a professional body such as the New Zealand Institute of Architects or the Institute of Professional Engineers New Zealand. Ask your property advisor about security consultants in your area. Use one with experience and competency in the security industry.

2. Rank the security issues 2.

Rank the risks identified in the audit in their order of importance.

3.

3. Write your security risk management plan Develop a security risk management plan to minimise the risks you identified in your audit or assessment.

Your plan needs to reflect: the character of your school, your school’s needs, and the school community’s needs. A security risk management plan for a suburban school will be very different from a plan for a rural school.

4. Put together a security policy 4.

The best time to put together a security policy is after the security audit and risk management planning exercise.

The purpose of a security policy is to have effective procedures in place to manage your security. You may want to work with your security consultant on the policy.

5.

5. Monitor and review your plan and policy Your security risks will change with time. At some stage, you may need to do a new security audit and plan.

At the least, you should: review your risk management plan at least once a year using the security risk management planning tool, monitor any security incidents so you can quickly respond to risk changes, assess the costs and plan for any work needed to improve your security as a result of your review, and update your security policy so that everyone understands any changes.

Information sourced from www.education.govt.nz.

24 | Term 2, 2019 www.principalstoday.co.nz

The launch by Auckland-based Data Insight, a business insights and analytics specialist, reflects growing concern about data privacy following last year’s GDPR legislation in Europe.

The governance over collecting and using personally identifiable data is a key focus of the current review of the New Zealand Privacy Act, however, until now the focus on breaches has mostly related to customer data, and not that of employees.

Data Insights general manager Claire Bonham-Holden, says the mismanagement of employee information can result in businesses falling into hot water without realising it.

“A common misconception is privacy only relates to customers when in reality, the law governs any and all data relating to individuals, and often this is sensitive information held about employees.

“An issue has grown as the drive for productivity and increasing speed of work means we are all using platforms where sharing and collaboration is part of the process — it’s great for workflow but there’s a downside,” she says.

“A common misconception is privacy only relates to customers when in reality, the law governs any and all data relating to individuals, and often this is sensitive information held about employees.

- Claire Bonham-Holden

Every year hundreds of data breaches are reported to the NZ Privacy Commission including when personal electronic information had been sent to the wrong recipient.

These can have significant financial implications as well as damaging your reputation.

Any compromise of employee personal information can also impact an organisation’s culture and degree of trust in management.

“In many situations template documents are used where general information remains the same and facts change for different situations.

Sometimes, this can include sensitive detail such as salary, health, financial or disciplinary actions and can lead to breaches because revisions can be searched.

Claire continues by highlighting the new toolkit helps business understand the risk and the potential for damage:

“This is increasingly common, partly because management is focused on the need for speed and productivity, there’s a lack of understanding about the dangers of compromising personal privacy.

“It’s a practical data housekeeping process to help companies avoid getting burned. The result is a Risk Register that keeps track of all data and ensures appropriate policy and procedures are in place,” she says.

“Most will fall into this unknowingly but it’s a company’s responsibility to ensure all employees are acting appropriately,” she says.

To learn more about the Data Insights toolkit, go to: https://datainsight.co.nz/ the-data-privacy-toolkit.

“It starts with a review of the data held, where it is stored, how it’s used and shared, after which a security score is provided along with suggestions about improvements.

PRINCIPALS_TODAY_FULL_PAGE.indd 6

28-Mar-19 4:12:35 PM

Mates & Dates healthy relationships programme now available nationwide Mates & Dates is having a positive impact on student wellbeing by helping young people navigate healthy relationships.

After initially only being available in a few locations, the healthy relationships programme for secondary students is now available across New Zealand.

The impact of sexual violence on children and young people is high. Young people aged 15 to 24 are the group most at risk of violence from a current or ex-partner.

One in five female and one in ten male secondary students say they’ve had unwanted sexual contact or been made to do unwanted sexual acts – 37 percent describe it as severe and 57 percent tell no-one (Youth 2000 Survey Series).

Working with young people is one of the most effective ways of preventing sexual and dating violence.

Mates & Dates builds on the skills young people already have and teaches skills they can carry with them throughout their lives.

Young people told ACC they get a lot of information on sex and safe sex, but not much on the social and emotional aspects of relationships. One Mates & Dates participant said “I always looked forward to it, because it’s not stuff we usually talk about often, but I think it’s something we need to talk about”.

Mates & Dates is based on best practice from New Zealand and overseas, and was developed by experts with experience in teaching sexual violence prevention programmes and engaging with young people.

“It’s definitely a valuable programme; the facilitators are fantastic and I would absolutely recommend it to other schools.”

- Teacher

Mates & Dates promotes a whole-of-school and community approach to sexual violence prevention and the promotion of healthy relationships, and supports other school-based initiatives focused on the wellbeing of young people.

The programme’s trained facilitators are experienced in working with and supporting young people, and understand the range of issues young people face.

Over 48,900 young people in 166 schools, alternative education settings, Kura Kaupapa and teen parent units across New Zealand have participated in Mates & Dates since it was piloted in 2014.

This is set to increase significantly as the programme is now available in more locations across New Zealand.

Mates & Dates has been well received by teachers and young people. Evaluation data shows Mates & Dates is having a positive impact on young people, with the programme improving students’ understanding of consent, bystander intervention, healthy relationships and gender stereotypes.

“It’s easier to talk to people. I probably wouldn’t have talked about this with my friends before Mates & Dates,” says a student who has taken part in Mates & Dates.

The feedback from schools is also positive. “The format and delivery style of the Mates & Dates presentations are enjoyable and effective with young people. The programmes incorporate different ways of learning which is important to keep interest.

“The DVD clips have been well done and students are able to relate to the people and the issues … [we’re] especially grateful for the funding that is allocated for this course and we hope to be able to offer the course to our students in the future.”

Mates & Dates aims to create a culture that embraces norms that support healthy relationships, does not tolerate sexual violence, and increases reporting and intervention.

The programme focuses on the underlying risk and resilience factors relating to sexual and dating violence amongst young people. Specifically, Mates & Dates teaches young people the skills to: • Have healthy relationships based on respect, negotiation and consent • Identify inappropriate behaviour • Get help if they, or someone they know, is in an unhealthy relationship • Safely intervene in situations that could lead to harm.

But, it’s not just about dating. It’s about all kinds of relationships, including friends and family.

“Having Mates & Dates at your school will help students have healthier and happier relationships in and out of school,” reports one secondary school principal.

The programme is a multi-year programme taught in Years 9 to 13 through five 50-minute sessions over about five weeks. It builds year-on-year and ties in with the learning area of health and physical education. It’s aimed at levels 4 to 8 of the New Zealand Curriculum.

Schools decide if they want to register for Mates & Dates and then trained facilitators work with the principal and teachers on the best time to deliver the programme for the school. ACC fully funds Mates & Dates so there is no cost to the school.

The programme incorporates ongoing evaluation and is open to feedback from students, teachers and schools.

“It’s definitely a valuable programme; the facilitators are fantastic and I would absolutely recommend it to other schools,” says one teacher.

For more information or if you’d like to have Mates & Dates in your school, visit: www.matesanddates.co.nz or email matesanddates@acc.co.nz.

Wellness | Bullying

KiVa helping to reduce bullying in NZ schools KiVa, an anti-bullying approach for schools, is in its third year for some New Zealand schools.

Accent Learning, New Zealand’s KiVa licence holder, can report that there is on average a 10 percent reduction in bullying incidents, with some schools demonstrating over 20 percent.

This mirrors what is happening in other countries implementing KiVa and what has happened over the last 10 years in Finland. Percentages like these represent thousands of students who say their situation has improved.

first and foremost to create a school climate unaccepting of bullying and, instead, encouraging of empathy and positive social behaviours. KiVa students are equipped with strategies and confidence to act and defend.

What makes KiVa different?

KiVa has a strong theoretical basis.

KiVa is based on decades of research.

KiVa is centred on the idea that the way bystanders react either maintains bullying or puts an end to it.

Why is KiVa necessary?

• New Zealand’s statistics have not improved.

The New Zealand picture is this: there are approximately 750,000 students in New Zealand schools. Statistics tell us approximately 20 percent of New Zealand students are bullied, so we are talking about 150,000 of our young people who are relentlessly targeted.

• 2014 TIMSS Report shows only two countries worse than NZ

If we had KiVa in all our schools a 10 percent improvement over just one year would mean that life for 15,000 of our students would improve in the first year! Every child has the right to feel

• Approximately ¼ of NZ bullied students say they don’t tell anyone.

accepted and to feel safe at school.

What is KiVa? KiVa is a school community approach to bullying prevention. It is designed

• 2011 TIMSS Report put NZ in bottom six countries • KiVa NZ student surveys show about 20 percent of our students are bullied

Is KiVa successful?

• Yes! • KiVa principals report spending less time on bullying incidents

• KiVa teams are dealing with less incidents each school term

• Students talk about getting a second chance and changing their behaviour

• Student surveys already show an average of 10% reduction in bullying.

Accent Learning (04) 463 9612 deidre.vercauteren@accent.ac.nz www.kivaprogram.net/nz

“In a KiVa school, we take a stand against bullying every day” KiVa is an evidence based programme with proven results, delivered through prevention, intervention and monitoring.

To get KiVa in your school, contact deidre.vercauteren@accent.ac.nz

kivaprogram.net/nz www.principalstoday.co.nz Term 2, 2019 | 27

Wellness | Mental Health

Teaching students about mental health Those teaching school students about resilience, mental health, interpersonal skills, and wellbeing will welcome a new resource from NZCER Press.

Mental health education and hauora: Teaching interpersonal skills, resilience, and wellbeing was funded by the Beeby Fellowship, a joint initiative by the New Zealand Council for Educational Research (NZCER) and the New Zealand National Commission for UNESCO.

“Health education in schools has often focused on community health issues, such as alcohol and drug use, but the New Zealand Curriculum actually encourages engaging young people in the study of health.”

Lead authors Dr Katie Fitzpatrick and Kat Wells were co-recipients of the 2016 Beeby Fellowship (now called the Beeby Award).

“Health education in schools has often focused on community health issues, such as alcohol and drug use, but the New Zealand Curriculum actually encourages engaging young people in the study of health,” Dr Fitzpatrick says.

“This resource supports teachers to plan and deliver lessons that will help students develop knowledge about their identity and wellbeing, their relationships and communication, about social issues and social justice, and about health promotion and action,” she says.

Dr Fitzpatrick is an Associate Professor in health and physical education in the Faculty of Education and Social Work at the University

of Auckland. Kat Wells is the head of Faculty of Health and Physical Education at Lynfield College in Auckland.

The pair worked with other experts to produce a comprehensive and practical resource for teachers who deliver health education within the New Zealand Curriculum. The complete writing team included Drs Melinda Webber, Gillian Tasker, and Rachel Riedel.

Are you OK? A holistic view of health should place mental and physical aspects of wellbeing in the same sphere.

However, while most people will head to the doctor or dentist when physical symptoms persist and will take time off when unwell, recognising a mental health issue and acknowledging that we might need to take a break or seek help challenges most people.

How well do you manage when it comes to looking after yourself?

What about the significant others in your life? How well do you balance the demands of work and play?

Personal resilience is enhanced when we are eating well, sleeping well, exercising and making time to spend with family and friends.

Work also plays an important role by providing a significant routine in our lives each week.

We may even spend more time with our work colleagues than with family and friends!

As people leaders we can set an example that helps to build a supportive environment.

By acknowledging both the physical and mental aspects of health, asking the “are you ok” question, showing genuine kindness and interest, encouraging help-seeking when the need is obvious – we begin to build a wellbeing culture.

You don’t have to be the expert in every field.

Vitae for example specialises in providing psychological services nationwide and has 50 years of experience supporting people at work.

Their services aim to provide short term, solution focused, counselling sessions for employees needing help with issues affecting their mental wellbeing.

For more information about Vitae visit www.vitae.co.nz or call 0508 664 981.

28 | Term 2, 2019 www.principalstoday.co.nz

Wellness | Mental Health

Shining a light on kindness Sparklers and the Mental Health Foundation of New Zealand (MHF) have teamed up to nuture a culture of kindness in schools for Pink Shirt Day.

“Our aim is to provide tamariki with really meaningful tools that they can use in challenging situations, to empower them and help them empower others.”

Sparklers is a free online toolkit comprising of over 50 fun activities that support the mental health and wellbeing of primary and intermediate school-aged children.

- Sparklers lead developer, Anna Mowat

For Pink Shirt Day Sparklers has released seven new wellbeing activities for teachers which encourage children to reflect on their friendships, what they like in a friend, and what type of friend they’d like to be.

Pink Shirt Day, which is being held on Friday 17 May, is an anti-bullying campaign that began in Canada in 2007, after a ninth grade boy was bullied for wearing pink on his first day of school. Two fellow students then made a beautiful stand against the bullying - by getting 50 students to don pink shirts.

Sparklers lead developer, Anna Mowat, has worked with the MHF to create classroom activities that teachers can use during Pink Shirt Day.

“Our aim is to provide tamariki with really meaningful tools that they can use in challenging situations, to empower them and help them empower others,” she says.

Culture of Kindness asks children to interview their parents and whānau on how they expect them to be treated at school and on how they would like their child to talk to others.

Meanwhile, the Upstanding Plan asks children to create a video – in the style

of an Air NZ safety video – identfiying the five ways to be an Upstander.

The Empathy Effect looks at the impact of both bullying and kindness on people, using string to demonstrate the strong connections the behaviours create between all those involved.

“We’ve also created an activity that looks at how it might be for a person who tries to hide who they really are because this is perceived to be different,” says Anna.

“In We Can Only Shine tamariki are given, at the beginning of a school day, a small handful of glitter, sand or confetti and asked to keep this hidden– an impossible task! Once the glitter, confetti or sand begins to ‘reveal’ itself, teachers can illustrate how difficult it is to hide something that can’t (and shouldn’t) need be hidden.

“It’s important tamariki are encouraged to respect and embrace differences of any kind,” says Anna. “Everyone should be able to ‘shine’ just as they are – no matter whether it’s Pink Shirt Day or any other day.”

You can find all our activities and so much more at www.sparklers.org.nz.

Sparklers is a free resource for teachers that helps tamariki to stay calm, manage worries and feel good.

To gain access to over 50 free wellbeing activities linked to the Key Competencies of the New Zealand curriculum, visit: sparklers.org.nz

“There is no one child who doesn’t benefit from Sparklers.”

Tamara Bell, principal

www.principalstoday.co.nz Term 2, 2019 | 29

Wellness | Health Toolkits

Asthma attacks

- the unseen danger

The Asthma and Respiratory Foundation NZ says it pays to stay vigilant about the increased risk of severe asthma flare-ups when heading back to school after a break.

Children are at a much higher risk of having a severe asthma attack when starting back at school.

Changes in a child’s environment, increased stress and a lack of medication routine over the holidays are all contributory factors putting children at greater risk at this time of year.

Asthma is a common illness in New Zealand, affecting one in seven children and one in eight adults.

Overall 700,000 New Zealanders suffer from a respiratory disease.

Seventy seven people die from asthma each year, that’s just over one person per week.

One third of respiratory-related hospital admissions are children. It’s currently estimated 586,000 school days are lost each year due to asthmarelated symptoms in children.

Parents and teachers are urged to get prepared ahead of the new school year. Parents should ensure that their child has their inhalers at school, and make sure that their teachers are aware.

Those with a Child Asthma Action Plan should share it with their school.

Teachers’ Asthma Toolkit The Asthma and Respiratory Foundation NZ launched the Teachers’ Asthma Toolkit in 2018. This toolkit, alongside the Managing your Child’s Asthma resource, are two free online resources for parents, carers or teachers who want to know more about asthma in children. They are easy to use and navigate, visit: www.learnaboutlungs. org.nz for more details.

Head of education and research for the Asthma and Respiratory Foundation NZ, Teresa Demetriou, says “History has shown us that there is a spike in hospital admissions at the start of the school year when children are reintroduced to a different environment.

“It’s important to make sure that all parents and teachers are aware of this and work to ensure children’s safety. Our Learn About Lungs interactive website is the perfect tool for everyone.”

Teresa goes onto say: “For most children going back to school is an exciting time, but unfortunately for many this unseen danger can lead to severe reactions putting children at risk. It is highly important for at risk children to have an up to date Child Asthma Action plan in place, which is developed alongside a health professional.”

Asthma UK said figures showed an increase of 70 percent in hospital admissions when children returned to school in August 2018 after the summer holidays in the UK. The Asthma and Respiratory Foundation NZ suggests there are many ways families can get prepared.

Below are some top tips to help children stay healthy when returning to the classroom: • Put together an Asthma Action Plan with a health professional before school starts. This will help you to become more in control • Get more informed about asthma triggers. This will help to manage asthma symptoms and ensure a smooth transition back to the classroom

• Ensure children have enough medication on hand and that teachers are informed • Talk to your child’s teacher. Make sure your child will tell a teacher if they are feeling unwell and ensure the school has all the correct emergency contact details • Reduce exposure to germs. Wash hands with soap and teach kids ‘germ etiquette’.

You can download for free the ‘My Asthma’ app for easier asthma management at home and on the go.

For more information visit: www.learnaboutlungs.org.nz.

For more information about asthma and respiratory diseases visit: www.asthmaandrespiratory.org.nz.

My Language, My Place NZSL Week 2019 Each May, Deaf Aotearoa runs New Zealand Sign Language Week, celebrating one of New Zealand’s official languages. NZSL Week raises awareness of New Zealand’s Deaf community and provides a platform for Deaf people to proudly promote their language and culture.

This year’s theme for NZSL Week is ‘My Language, My Place’. This theme reflects the status of NZSL as an official language belonging to New Zealand.

NZSL’s capacity to express uniquely New Zealand ideas, such as placenames and Māori concepts, is a source of pride for not only the Deaf community, but all New Zealanders.

Y 2019 6 12 MA TO

Every year, schools are invited to participate in NZSL Week by registering for free, 45-minute NZSL Taster Classes within classrooms. This year, schools are also encouraged to make short NZSL videos demonstrating the theme ‘My Language, My Place’.

For more information, visit nzslweek.org.nz 30 | Term 2, 2019 www.principalstoday.co.nz

PROUDLY SUPPORTED BY

D O N AT E N O W

www.givealittle.co.nz/org/deafaotearoa

Learning Space | Sun Smart in Schools

Creating sun-smart areas Shade is one of the key components of being sun smart and decreasing the risk of getting skin cancer.

In the ‘Slip, slop, slap, wrap’ message it is suggested you ‘slip’ into shade as much as possible to protect from high summer ultraviolet radiation (UVR) levels. This is especially important when the ultraviolet index (UVI) is ‘very high’ at eight or above.

This tends to be during Terms 4 and 1 at the very time school students are lunching, or enjoying outdoor activities such as sport and outdoor classroom activities.

Maximum protection from solar UVR can be achieved through a combination of personal and environmental strategies. The most effective personal protection strategy is to minimise sun exposure between 11am to 4pm (daylight saving time) during summer.

When people are outdoors it is important that they protect themselves from the sun by wearing protective clothing, sunhats, sunscreen and sunglasses, as well as using available shade.

Why shade is needed?

Research confirms that clothing, hats and sunscreen are not 100 percent effective because of inadequacies in the shading of hats and clothing, and in applying sunscreen. Shade can compensate and can also make more comfortable environments in creating shelter, reducing glare and/or providing relief from the heat of the sun.

How much shade is needed and works The Cancer Society of NZ recommends a minimum of 2.5sqm per student.

While outdoors, we receive direct UVR from sunshine and diffuse UVR which is reflected from the atmosphere (the open sky). In an open field approximately 50 percent of UVR would come from each source.

High protective shade must use an excellent UVR barrier shading material and be placed to shade the users as the sun-path moves across the sky.

The view of the open sky should also be restricted. This can be done by keeping the edges low. Adjacent landscape, buildings, fences, trees and planting can be used to further reduce this ‘sky view’.

Shade can compensate and can also make more comfortable environments in creating shelter, reducing glare and/or providing relief from the heat of the sun.

Design shade for its expected use It is important to consider the duration of expected use and also whether users are likely to be wearing hats and sunscreen. As sun smart students will be wearing hats and sunscreen for lunch-time play, shade over play equipment is providing extra

protection and therefore a lower protection factor may be acceptable.

Conversely, hats and sunscreen are unlikely to be applied before an hour long art class on a classroom veranda.

In this case, the veranda should be carefully designed to give more protection e.g. shield the diffuse UVR from the open sky.

When the weather is more unpredictable than your students!

Double your learning area and have fun outside even when it’s raining.

With clear drop down sides you can create a sheltered outdoor room that has many uses.

Fresco canopies can be used to link buildings and creat a totally flexible space that can be used year round. Our strong PVC roof blocks 99% of UV rays, making it a Sunsmart choice.

• Extend your usable space • Shade and shelter for students all year round • Keep classrooms cooler in summer and increase productivity!

• Modern curved shape enhances any environment • Also great for pools, walkways, entrances and school shops We have many delighted customers in the educational sector, and are happy to provide references on request.

Outdoor Living Solutions

For an obligation free quote

0800 FRESCO 0800 373 726

frescoshades.co.nz www.principalstoday.co.nz Term 2, 2019 | 31

Learning Space | Healthy Canteens

Choosing an external school food provider Ordering school lunches is fast becoming the new normal for many Kiwi families. In turn, many schools are now using a lunch order programme, where meals are provided by local food suppliers, such as bakeries and cafés.

If your school is thinking about going down that route, here are some ideas to help you find a great provider.

Establishing healthy eating habits for young children

By Antoinette Laird , head of external relations at Foodstuffs NZ.

Busy lives and tight schedules can sometimes trap us in unhealthy nutrition routines. When this becomes normalised, it could jeopardize long-term health for parents and children.

A big misconception is that eating healthy is challenging, expensive or time-consuming.

By creating a positive foundation of healthy, independent eating habits when children are young, you set them up for lifelong success; especially when encouragement comes from the home and at school.

Food for Thought (FFT) is a free school-based programme, delivered in partnership by the Food for Thought Education Trust and the Heart Foundation.

FFT’s goal is simple: educate and empower children aged nine-11 to make healthier, informed nutrition choices and more importantly, why they are making these choices.

The programme helps students develop their knowledge and understanding of personal wellbeing. By teaching healthy, positive relationships with food, children learn what nourishes (an everyday food) versus what doesn’t (an occasional food).

Food for Thought fundamentals The programme, which was developed by teachers and nutritionists and aligns to the New Zealand curriculum, teaches students about: • General healthy eating • Food groups • Label reading • Sugar in drinks.

Over two days, a qualified nutritionist teaches students food fundamentals which help build a foundation of

healthy eating habits. After the inschool teaching is complete, students take a trip to their local New World, PAK’nSAVE or Four Square to put what they’ve learned in the classroom into practice in the store aisles.

Learning by doing gives students confidence and reinforces their learnings in the real world.

Finally, each participating class receives a store voucher so the class can plan a shared, healthy lunch using the Food for Thought knowledge they’ve gained.

Programme impact Food for Thought has resulted in New Zealand families reducing their sugar intake from soft drinks alone by a massive 50 tonnes. This equates to around 38 Mazda hatchbacks!

Our research found prior to children going through the programme, their families were more likely to shop in “unhealthy” categories, for example soft drinks, snack foods and confectionery. After children went through the programme, we discovered their families reduced their purchases by three percent in these categories.

Food for Thought is not about banning certain foods. Food for Thought is about helping children making more informed choices. The programme seeks to provide children with ownership and equip them with knowledge so they can make the right choice for their wellbeing now and in the future.

1. Have a clear idea of what your school is looking for Does your school have a nutrition policy?

Survey students to discover likely spending patterns.

How many suppliers will you need?

Do you need one supplier for freshly made foods and another for packaged foods and drinks? Or different suppliers for different days e.g. sushi on Tuesdays and filled rolls on Thursdays.

Do you want an online ordering system?

2. Where to find potential suppliers The Heart Foundation’s Fuelled4life Fresh Made supports food suppliers and school canteens to make healthier foods. The website has a list of currently registered companies who supply healthier food choices – www.fuelled4life.org.nz/fresh-made.

We are happy to work with new suppliers on menu and recipe improvements, so that they can also become Fresh Made registered companies.

Personal recommendations are an ideal starting point for sourcing any new suppliers. Do other schools in your community use an external provider?

Food outlets in your local area – your local café or bakery may be able to deliver into your school.

Trade shows and magazines.

Your local Heart Foundation Nutrition Advisor. Contact fuelled4life@ heartfoundation.org.nz.

How can Fuelled4life help?

Fuelled4life is based on the Ministry of Health’s Food and Beverage Classification System (FBCS). It’s a free, practical tool which helps schools provide healthier options.

It aims to increase access for young people to healthier food and beverages. It inspires food services to provide tasty, nutritious products.

Sign up to Fuelled4life One in three Kiwi kids is overweight or obese but you can help change that.

If you are a teacher, principal, canteen manager, caterer or cook and would like to see your

32 | Term 2, 2019 www.principalstoday.co.nz

3. How to choose the right supplier Always ask questions about their processes e.g. timing, delivery, payment.

Ask for samples of their products and testimonials.

4. Checklist for a healthy menu Most food choices are made from fresh wholesome ingredients and come from the four food groups: vegetables and fruit, milk and milk products, breads and cereals, and lean meat, fish, poultry, seafood, eggs, legumes, nuts and seeds.

Most of the foods supplied, whether packaged or fresh, should meet the Ministry of Health Food and Beverage Classification System Guidelines – the Heart Foundation can assist on menu and recipe assessment and provide advice.

Healthier foods are competitively priced and presented against the less healthy foods No occasional foods should be provided, such as: confectionary, deep-fried foods, energy drinks, full sugar drinks, foods and drinks containing caffeine.

5. How to create a service agreement with your supplier When you find a supplier you like, it’s important to create a service agreement. For example, make sure your school’s nutrition policy is included, delivery times and frequency, level of order fulfilment or your policy on product substitution.

With these agreements in place, your new supplier will know exactly what’s expected. Once you have settled on the suppliers you’d like to work with, negotiate terms and conditions and draw up contracts.

school offering healthier food and beverages, here’s what to do.

Sign up to Fuelled4life for many free resources to help you choose healthier options You’ll also get free access to the Fuelled4life website and newsletter with tips, recipes, special deals and information on ways to improve nutrition in your school.

For more information or one to one nutrition support, please contact the Fuelled4life team on (09) 526 8550, email fuelled4life@heartfoundation. org.nz or go to fuelled4life.org.nz.

HEALTHIER CHOICES MADE EASY.

Fuelled4life is a practical tool which makes it easier to provide healthier food at your school. Sign up today at fuelled4life.org.nz for our free resources.

fuEllED4lIfE.Org.nz

www.principalstoday.co.nz Term 2, 2019 | 33

Learning Space | Swimming Pools

Keeping bugs out of the pool When it comes to swimming pool paint, only time will tell!

While the warmer months make taking a dip in a nice cool swimming pool very appealing, this time of the year sees school pools especially popular.

Most people don’t know that swimming pools are also an ideal breeding ground for serious gastro bugs such as Cryptosporidum (commonly known simply as Crypto) and other bugs such as Norovirus, Giardia and E.coli, all of which are very unpleasant and potentially dangerous.

Repaint with EPOTEC HIGH BUILD EPOXY

When it comes to pools, the main way people can become ill is through contact with infected or polluted water.

who has had a recent infection and hasn’t fully recovered from the illness.”

Used in New Zealand for 30 years and in Australia and Asia.

So to reduce the chances of people getting sick after making a splash, Canterbury DHB is raising awareness of how these bugs are transmitted in community pools and is encouraging people to follow some simple advice to help limit their spread.

Most people who contract gastro infections experience symptoms such as watery diarrhoea, stomach cramps and nausea, vomiting and fever. Others, who have weakened immune systems, can develop serious, chronic, and sometimes fatal illness.

Canterbury medical officer of health, Dr Ramon Pink explains that people wrongly assume chlorine will kill everything, but Crypto in particular is resistant to the standard chlorine dosages you find in most pools.

“These symptoms can occur on and off for weeks – which is why we are asking people to respect a standdown period of two weeks after their symptoms subside, during which they should avoid swimming in pools or sharing a spa. This is to ensure they have fully recovered and are no longer infectious,” Ramon says.

EPOTEC pool paint has been formulated specifically for use in swimming pools and has a proven record in school, domestic, large council and international theme parks.

“People can become ill by sharing a swimming pool or spa with a person

The key things to remember if The things remember if you you key have had atoserious gastro have had a serious gastro bug are: bug are: •• Stay Stayaway awayfrom frompools poolsand andspas spasfor atfor least two weeks after after you feel at least two weeks you better feel better •• Even Evenififyou youhaven’t haven’tbeen beenill, ill,always shower before entering the pool always shower before entering the pool • Report any ‘code browns’ immediately community • Report any –‘code browns’pool operators can clean as needed and immediately – community pool apply a stronger dose of chlorine operators can clean as needed to the area to make it safer. and apply a stronger dose of chlorine to the area to make it safer.

BEFORE

AFTER

Let us help you with your school pool: • Advise on preparation and repair • Supply of the most appropriate paint system • Help with monitoring painting progress • Training of local people/ working bees on painting if required School pool maintenance can be a big use of resource so make sure it is done once and done correctly.

ALL ENQUIRIES WELCOME Call our technical experts on

09 837 0897

or via www.cotec.co.nz “Contact us page”

Testing the waters Schools are required by law to test their swimming pool water to ensure they are safe to swim in.

Swimming Pools are treated to keep the microorganism population down to levels which are considered safe for bathers and the quality of the water depends on the efficiency of the water treatment.

To gauge this, a testing programme has been set up with accepted guidelines as per the New Zealand Standard for Pool Water Quality NZS 5826:2010.

Four different tests are carried out and below is an explanation of each:

34 | Term 2, 2019 www.principalstoday.co.nz

STANDARD PLATE COUNT This test looks for the total number of general bacteria present in the water. If there are high counts of bacteria it may be indicative of a problem, and “where there is smoke, there may well be fire”.

FAECAL COLIFORM COUNT This is an indicator test which looks at the presence of bacteria of faecal origin. If faecal coliforms are present, it indicates that there is a possibility that other bacteria associated with the gut, such as Salmonella or Campylobacter, may also be present. These bacteria can cause sickness.

STAPHYLOCOCCUS AUREUS COUNT This bacteria can cause skin irritations especially in wounds, cuts or abrasions.

It can also cause sickness if swallowed

or ingested. It can be found in infected wounds or in the nasal cavity when you have a cold.

PSEUDOMONAS AERUGINOSA COUNT This bacteria is associated with eye and ear infections when dunking the head in swimming pools.

Spa and swimming pool guidelines - NZ5826:2010 Standard Guidelines • Standard Plate Count: (less than) <200 bacteria per ml water • Faecal Coliform Count: (less than) <1 bacteria per 100mls water • Staphylococcus aureus Count: (less than) <100 bacteria per 100mls water • Pseudomonas aeruginosa Count: (less than) <10 bacteria per 100mls water.

Your school uniform should confer belief. It should help your school, and your students foster their sense of identity.

It should assist you to build belonging and community. A uniform, beautifully designed, comfortable to wear and made to last, is a unifying statement.

That’s our belief.

“WHEN I PUT ON MY BLAZER I FEEL A STRONG SENSE OF PRIDE FOR MY SCHOOL, AND A SENSE OF BELONGING TO THIS COMMUNITY”

LUCY POOLE, HEAD GIRL, QUEEN MARGARET COLLEGE, 2019

NZUniforms • Largest range • 14 stores nationwide • Open 6 days • Partpay • Uniform Club • Sponsorship programme

MANAGING YOUR SCHOOL UNIFORM SHOULD BE EASY (THAT’S OUR BELIEF) its own webshop so that parents can order online. We have our own shops, 14 stores nationwide open 6 days – our stores with our name on them – where we stock, fit and sell the uniforms.

We accept Partpay, WINZ and all major credit cards. We also have our own ‘Uniform Club’ to help parents save towards their purchase. And in towns where we don’t have a shop, we provide a free set of size samples to each school so that parents view them and then buy online.

It’s a popular belief that school uniforms make life easy. For parents, this is probably true. But if you’re in charge of organising uniforms for your school, ‘easy’ is not a word that springs to mind.

Hopefully we can change that.

Our company, NZ Uniforms, makes school uniforms. We have the largest range of ex stock school uniform product in New Zealand.

But what we really make, we believe, is your life easy.

Those are the mechanics but uniforms, as you know, are a lot more than a mechanical process. They’re matters of pride, for the school and the children who wear them.

We do this in many ways. We can retail direct to parents or we can wholesale to the school uniform shop. We hold and fund stock whether it’s for retail or wholesale. We give each school www.nzuniforms.com

|

Ph: 04 282 1199

who help with concepts and tweaks to make sure you get the uniform you want. We can provide for the out-ofordinary sizings and we have an easy return policy for size exchanges.

And we guarantee our product and delivery times.

There’s a lot more we could say but it’s probably easier said in person than in an email.

So if you think we can help you – and we trust that we can – please feel free to give us a phone call. Or perhaps we could give you a call. We can have a race to see who phones first.

We’d be delighted to help.

So we make sure your uniforms are right. We have three fashion designers |

E: customerservice@nzuniforms.com

www.principalstoday.co.nz Term 2, 2019 | 35

NZUniforms • Largest range • 14 stores nationwide • Open 6 days • Partpay • Uniform Club • Sponsorship programme