Principals Today #125

Rural connections

Amuri Area School principal James Griggs on the role rural schools play

PPTA president Jack Boyle Improving wellbeing in our education system

FULL VOLUME

The threat personal devices pose to hearing

ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

QUANTIFYING EQUALITY School deciles will be gone in two years

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Sugar in schools The power of a good book Is leisure reading the secret to exam success?

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CONTENTS

IDEAS

6 Rural connections

Amuri Area School principal James Griggs talks about the place of rural schools

7 Keeping mum about sexuality education

How should we be talking with parents/whānau about the sexuality issues facing their children?

9 Sugar in schools

Uncovering the science of sugar

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Improving wellbeing in our education system

8 Full volume

The threat personal devices pose to hearing

10 The power of a good book

Parents say leisure reading is the secret to exam success

11 Quantifying equality

School deciles will be gone in two years

14 Choosing their own path

Encouraging girls to smash stereotypes and head for a career in STEM

19 Want a healthy workplace?

Then start with the basics

20 User-friendly finances

From ice cream containers to streamlined parent payments

27 Short of breath

Asthma attacks - the unseen danger

30 Stepping out

WORKING & learning

12 Make the boat go faster

36 Sorting pool safety

Emirates Team NZ and Genesis teach kids about the power of wind

Outdoor activity the solution for struggling teenagers

A check list to help prevent drownings

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News | Viewpoints

Improving wellbeing in our education system Jack Boyle PPTA president

Everyone who has seen a pre-flight safety video has seen adults fitting their own oxygen masks before trying to help others. The thinking behind this is self-evident: you can’t support children if you run out of air yourself.

Unfortunately, the same thinking has taken a long time to filter into our schools and kura.

The prevailing approach to improving wellbeing in our education system has been to assume that each school has the wherewithal to retrofit their own oxygen masks – and the state’s intervention is only needed in extremis.

For the workforce, the expectation has generally been that they should find their own mask – or simply suck down lungfuls of oxygen at the end of each term.

This approach has become increasingly problematic for both children and educators. The complexity and volume of need for children has grown, but not the commensurate investment and structural support for schools or communities.

Finding teachers, meeting the reporting and compliance requirements of the Ministry of Education, ERO, Boards of Trustees et al, and leading our schools through

the turbulence of current changes in curriculum, pedagogy, assessment and a raft of other proposed system changes is more than enough to cause motion sickness.

It is little wonder that we have seen concerning increases in stress and attrition and declining ratings of job satisfaction amongst our teachers and principals over recent years.

The good news is that there may be bluer skies ahead.

Changes to the Ministry of Education, more localised support, additional staffing in the form of learning support co-ordinators and even changes to how schools are resourced are planned over the short to medium term.

If well managed, it may mean schools have the proper support to deal with the vicissitudes of child and adolescent mental health, the impact of socioeconomic disadvantage, the challenges of physical and neuro diversity, and everything else that comes our way every day.

For such changes to have the greatest chance of success we will need to think about the needs of the workforce in a much more coherent way.

“If well managed, it may mean schools have the proper support to deal with the vicissitudes of child and adolescent mental health, the impact of socio-economic disadvantage, the challenges of physical and neuro diversity, and everything else that comes our way every day.”

- PPTA president Jack Boyle

have made our schools successful. We will need to better support leadership and quality teaching.

And we will need to do all these things without dropping the whole lot onto principals and teachers who are already stretched.

In short, we will need to have a plan that supports the wellbeing of the education workforce.

framework for education workforce wellbeing and it is nearing completion.

Its focus is not on compliance, group zumba classes or other warm fuzzies, but on practical and coherent strategies for the workforce to engage with and implement changes in a way that will make a difference in our schools.

We will need to get better at change management, both at the school level and as a system.

I don’t mean fruit bowls and flu-shots.

What I mean is having a coherent view of wellbeing for the education workforce, with a shared language, shared supports and shared practices.

An understanding of what our workforce needs and a blueprint for building a high trust working environment for teachers and principals in every school will be critical if we are to do the best for our tamariki.

We will need to encourage collaboration, career development and growth without losing the things that

Happily, this work is underway. Since 2017 unions, principals, STA and the ministry have been developing a

And with the headwinds of change in front of us for the coming year, the timing couldn’t be better.

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News | Principal Q&A

Principal Q&A

Rural connections

By Lydia Truesdale

A rural school is often the social hub for the area.

It is also generally among the biggest employers in town. However, these are both secondary to a rural school’s fundamental purpose: learning.

Amuri Area School is located 98km (1hr 21mins) north of Christchurch, in Culverden, and had a roll size of 366 as at the end of year 2019. Its roll has grown rapidly, by 20 percent, in the last three years, and zoning has recently been put in place to stabilise the roll at around 350.

Over the period 1996 – 2018, the proportion of New Zealand’s population living in major urban areas went up eight percent, while the proportion in rural settlements dropped 25 percent. “We may be one country, but our regions are worlds apart from one another,” economist Shamubeel Eaqub wrote in his 2014 book Growing Apart.

The survival of rural schools is at constant threat of endangerment.

What does that mean for our rural communities?

Principals Today talks with principal at Amuri Area School, James Griggs, about the place of rural schools within rural communities and wider New Zealand.

What makes Amuri Area School unique?

Our students. There’s something about our kids – they’re resilient and go the extra mile. We also have an outstanding community here and as a result we tend to attract really good people [staff] who come for the right reasons.

What advantages do rural schools provide to their communities?

Rural schools keep local communities thriving because through schools people are able to socialise together and live as part of their own community. Our school is the social hub for the area; it’s where all sports are played on the weekends, it’s where all local clubs are run out of, it’s a way of bringing the wider community together. And like many rural schools, we’re among the biggest employers in town.

How far would students have to travel if Amuri Area School didn’t exist?

To get to the nearest urban school, students would have to travel a further one- to one-and-a-half hours on top of the up to 45 minutes they already travel to get here. It’s just not a doable thing in a day, really.

James Griggs has been principal of Amuri Area School for five years. His previous experience in education includes as principal of a Year 1-8 primary school in Christchurch, and prior to that 15 years in special education.

How do rural schools compare to urban schools?

We have many similarities but we also have different challenges and things that influence our community and the decisions we make. I think the biggest difference is the smaller community feel and the level of engagement that parents and students have with the school.

What are the key challenges facing rural schools today?

Teacher supply and finding the right people to put in front of our students. First and foremost, we need really good people but we also need people who have certain flexibility and can teach across different subject disciplines.

Teachers in rural schools have to be adaptable, and finding teachers in general is hard today, but finding those really unique people is really hard. We are recruiting from all over the world in order to fill our vacancies – someone is coming from the Canadian Arctic, that’s how far afield we’re going to find the right people.

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

Our core business hasn’t changed; our core business is still learning. I don’t think we play a hugely different role today but I think the expectation society has of schools has changed.

Fundamentally, our business is and has always been to provide learning and education to students.

6 | Term 1, 2020 www.principalstoday.co.nz

What technological resources are available to rural schools?

Being rural encourages us to find creative solutions to problems other [urban] schools don’t have to worry about. It’s about being innovative; turning what has typically been considered a handicap (remoteness) into a strength (innovation) and using technology in a way that bridges those gaps of distance wherever possible. To the best of our knowledge we were one of the first schools in New Zealand to go fully cloud-based with all of our infrastructure.

What is your hope for education in the future?

My hope for education is pretty simple: to have equitable access across the whole country and across all students. The problem we’re all facing is making sure that every local school is the first choice.

We need to bring every single school up and give every student those opportunities and hopefully then we won’t see the tail end of achievement that is so hard to shift.

How do we get there [equitable access]?

Some positive steps are being taken.

The key element to me is, again, the quality of the teachers and making sure we are putting the absolute best people in front of our students in every school. This requires really focusing on making sure that teaching as a profession is valued and that our teachers are well skilled and well prepared when they come into the classroom.

What are the qualities of young people today?

I think we have a generation coming through who are really connected to things like climate change, waste, conserving the planet, kindness, etc. I think we’re moving out of that materialistic age where ‘things’ matter, and students are far more

“There’s something about our kids – they’re resilient and go the extra mile.

We also have an outstanding community here and as a result we tend to attract really good people [staff] who come for the right reasons.”

aware of the world around them – I guess that stems from social media and connectedness. I’m hopeful for this generation; their approach is quite different from my generation certainly.

What would change if you were the Minister of Education?

I think as an education system we are far too vulnerable to the changing winds of political whimsy.

As a result, very little that successive governments do has an impact on students and learning.

I think there needs to be real effort from both of our major political parties to put bipartisan legislation through when it comes to education, so that we have time to properly implement change. Every new minister wants to make their mark and one afternoon’s decision from them could be over a year of professional development for my staff. I would take the time to make changes sustainable.

News | Health and Wellbeing

Keeping mum about sexuality education How should we be talking with parents/whānau about the sexuality health issues facing their children?

“Our ‘deep dive’ face-to-face focus groups with students and teachers who have taken part in the programme give us more information again,” explains Ratika Rai, subject matter expert for Mates & Dates.

The Education Act requires all schools to consult with their communities on what is taught in health programmes, including sexuality education. In 2017, ERO evaluated sexuality education in 116 schools.

“We use all the data to help us understand students’ needs, what is working well and areas we need to refine in order to keep our programme effective for a particular school.

Twenty-nine percent of those schools were found to be very poor at consulting with their communities.

Some school boards were not even meeting their legal obligations of consulting every two years. In a few cases, schools were unable to consult because they had no specifically planned sexuality education programme to consult on.

“The data helps ensure Mates & Dates continues to fit well with the students’ lives, and we can use it to reassure caregivers and whānau we are addressing their children’s immediate learning needs around those sensitive and tabooed topics.”

Consulting well with parents/ whānau goes a long way to building sexuality health programmes that are relevant to the students and their communities. How would your school rate on the sexuality education consultation scale?

The largest proportion, at 46 percent, were only meeting the minimum in compliance requirements, for example, providing parents/whānau with a survey to complete, often with low response rates, or just piggy-backing consultation on other parents/whānau events.

At the other end of the scale, only 25 percent of the surveyed schools were found to consult well with parents/whānau, making sure their communities were well informed and had opportunities to provide input to the school’s sexuality education programme.

On the right side of the consultation scale Schools that are consulting well gather perspectives from parents/ whānau and students and present those perspectives in the content they develop and the delivery of their sexuality education programmes.

This ensures the programmes reflect the needs and values of the schools’ unique communities.

“Our recommendations for schools focus on meaningful community consultation and inclusive and welcoming environments for gender, sex- and sexuality-diverse students,” says ERO group manager evaluation services, Dr Deidre Shaw.

But passions can run high when it comes to determining what to include in sexuality education.

Some parents/whānau have strong views. Issues can arise not only during consultation but also afterwards, once sexuality education programmes are underway. Good consultation can help resolve the issues and dispel concerns.

How external providers can help The objective expertise external providers offer can help establish robust consultation processes to develop an appropriate sexuality education programme for your school. ACC’s Mates & Dates healthy relationships programme providers, for example, appreciate having school communities kept up to date and on board with sexuality education programmes, as this can help the

Features of a good consultation process with parents/whānau

An independent evaluation agency assesses the effectiveness of the Mates & Dates programme, providing a broad range of data from the national level down to the year level for each school.

Source: Education Review Office. 2018.

Sexuality education in secondary schools: Information for whanau, page 3. URL: www.ero.govt.nz/assets/Uploads/ERO18262-Sexuality-Education-brochureSecondary-whanau-v2.pdf.

• Consult on the proposed health education curriculum at least every two years and preferably every year • Provide opportunities for formal and informal discussions • Provide translators or people to liaise where needed • Clearly explain what will be covered in your sexuality education programme • Provide opportunities for questions, suggestions and feedback.

programme encompass the needs of the schools’ diverse range of students.

The providers meet with school leaders, teachers and pastoral care staff to establish safe policies and practices for delivering the Mates & Dates programme. They can also provide credible, expert information for both staff and parents/whānau about healthy relationships and preventing sexual and dating violence among teens.

This information can take various forms to suit the needs of particular communities – from written resources to face-to-face sessions.

The Mates & Dates providers also collect baseline and post-delivery data on: student knowledge, attitudes and behaviours; the quality of teaching resources and the students’ rating of the Mates & Dates facilitators to inform ongoing development and the progression in students’ learning. www.principalstoday.co.nz Term 1, 2020 | 7

News | Hearing

Full volume The threat personal devices pose to children’s hearing is setting off alarm bells.

Parents are being urged to intervene and limit their children’s use of personal devices – or risk them losing their hearing, following the alarming results of a youth hearing loss screening programme.

Initial findings released last October reveal as many as one in three Year 9 pupils – 34 percent – were found to have abnormal hearing. And more than 40 percent of those with normal hearing in the Listen Up Screening Pilot experienced ringing in their ears – a possible precursor to tinnitus.

noise-induced hearing loss in New Zealand adolescents. It has carried out screenings in three high schools: Rutherford College, Manurewa High School and Queen Charlotte College, with other schools scheduled.

Of the 479 Year 9 pupils screened, 162 had an abnormal hearing screening result – that is 34 percent, or one in three students. At Manurewa High School, it soared to 46 percent - 35 of the 76 pupils. Alarmingly — most students were using either headphones or ear buds to listen to their devices.

“We wanted to determine if New Zealand is mirroring global youth hearing loss trends,” Natasha says.

National Foundation for Deaf and Hard of Hearing (NFDHH) chief executive, Natasha Gallardo says, “This really is becoming a public health issue, and as a nation we need to address youth hearing loss immediately.

“Globally one in five young adults have some form of hearing loss. That is a 30 percent increase from the 1990s.

And nearly 50 percent of people aged 12-35 years old listen to unsafe levels of sound, through personal devices.”

“Once you lose your hearing, you cannot get it back. Yet the propensity for teenagers to put their hearing at risk is truly frightening. Parents, caregivers, teachers, employers – we all have to take urgent steps to help young people see the harm they might be doing.”

WHO projections suggest that unless action is taken, there will be 630 million people living with disabling hearing loss by the year 2030, with that number expected to grow to over 900 million by 2050.

NFDHH launched the screening pilot in early 2019 to determine the potential risk of non-occupational

At Manurewa College alone, 28 percent of all pupils screened said they listened to music at maximum volume for more than three hours a day. WHO

8 | Term 1, 2020 www.principalstoday.co.nz

recommends youths are not exposed to maximum levels for more than six minutes per week.

NFDHH intends to lobby the Government for mandatory hearing screening of high school pupils as currently there are no compulsory checks after pre-school monitoring.

“We need a national programme to assess just how extreme youth hearing loss rates are, and identify children that are at risk early, as prevention and early detection are key,” Natasha says.

Meanwhile, WHO says acceptable daily sound levels work like a monetary allowance - you have a limited amount to spend each day. The louder or longer you are exposed to high levels of sound, the more you “spend”, the faster you run out of your allowance.

How to spot someone who may have hearing loss: • They turn the TV volume up louder than you would • They miss parts of the conversation, and ask you to repeat it • They lean forward with an ear towards the sound.

Safe listening levels depend on the intensity (loudness), duration (length of time) and frequency (how often) of the exposure. The highest safe sound level is 75 decibels up to a maximum of eight hours. So you could be exposed to the same level of loudness in 15 minutes of music at 100 dB as an industrial worker gets in an eight-hour day at 85 dB.

News| Health and Wellbeing

Sugar in schools Uncovering the science of sugar For the first time ever in Wellington, research among high school age Pacific students will be done to understand absorption rates of sugar.

discussion that happens when they see the readings,” Emerson says.

Dr Dewes is hopeful that participating in a science research project will promote student interest in science and research.

“The hope is that this process will trigger curiosity in research collection, data and science,” Ofa says. “We need more young people in the sciences, especially Pacific students and females. Students who take part in Sugar in Schools will hopefully share what happened with their families and communities too.

The research is being done in Porirua and surrounding areas through a partnership between the Maurice Wilkins Centre for Molecular Biodiscovery, a national Centre of Research Excellence hosted by the University of Auckland, and Pacific Health Plus, a primary health organisation in Cannons Creek.

“We try and make the process friendly. It is a safe environment for students to witness and participate in a research project; it is at school in familiar surroundings with their mates and teachers around. It is not an alien, medical, intrusive or intimidating environment.

Results of the research will help young, Pacific people better understand their own biology to help avoid obesity and prevent diseases linked to this, such as diabetes.

“We target research at other diseases, we provide education and a pathway for management for other diseases — but we do not do this for obesity,” says principal investigator and associate investigator, Dr Ofa Dewes at the Maurice Wilkins Centre.

“For the first time in the world, this research will help us prove, understand and communicate the idea that predisposed genetic responses to how we absorb sugar are highly likely the main cause of obesity, especially in Māori and Pacific peoples.”

Pacific Health Plus chair, John Fiso says, “We want young people who are most affected by this genetic predisposition to understand how and why this is the case, so that they can share information and knowledge with their communities and ultimately ‘own’ the response.

“It is important for our Pacific communities to know that there are ways to collect, understand, analyse and tell the story of their own data,” John says. “This is to do with them, this is their data and can help solve problems unique to them.”

Dr Dewes is hoping that between 500 to 1,000 students in Wellington can take part in the study. Students from Porirua College, Mana College, Bishop Viard College have so far participated.

Emerson Toomaga, a university student of Pacific and Māori descent,

“Once we have all of the analysis we will share this with participants, and they can be part of sharing that information with their schools and families. They can run information evenings or share in assembly and present the findings themselves.

who is studying population health, policy and service delivery, has been leading the charge to recruit schools for the research.

“First we approach the PE teachers and they co-ordinate with the schools, there has been a really positive response,” Emerson says.

“Students, and sometimes parents, need to sign a consent form following an information session, but the testing, which happens first thing in the morning, is really straightforward — except that students are not allowed to eat the night before! We do give the students filled rolls, fruit and water after their session though!”

The test is done with a machine similar to a breathalyser. Students first do a baseline test, then they drink a measurement of liquid fructose and three more readings are taken over one and a half hours.

Other measurements are also taken, such as weight, height and waist circumference. Students get to see their own measurements and can see how the readings change each time they are tested on the breathalyzer.

Dr Dewes explains that all humans absorb glucose in the same way, but fructose, which is what makes sugar taste sweet, is absorbed differently in each person. If fructose is more easily and quickly absorbed, that is when it can be risky for that individual.

“It is great to see how engaged the students get in the process and the

“We do not want this to end when our research ends,” Ofa says.

“We would like the students to find other ways to research the connections between sugar and health, to continue questioning the relationship between science, diet and genetics.

“We have a long way to go before health problems linked to obesity are solved, but this is a step in that process and is about young people better understanding their bodies, having ownership of the data which explains their biology and finding ways to use that data to promote healthy living and prevent health problems from pervading their communities.”

THE DOMESTIC AND SMALL COMMERCIAL GLASS EXPERTS

www.principalstoday.co.nz Term 1, 2020 | 9

News | Reading

The power of a good book

Parents say leisure reading the secret to exam success Parents say kids who read as a leisure activity do better at school and reading for fun is more important for their child’s education than tests — according to new research.

keen to watch the movie before reading the book.

Kiwi respondents said they often discussed books with friends or family, with 45 percent saying this was the case.

Book Depository head of marketing, Mitch Lang says by global standards New Zealanders are avid readers and have one of the highest per-capita rates of book consumption across the 170 countries that made up the study.

A global study from Book Depository, which investigated attitudes towards reading across 170 countries, including New Zealand, showed three quarters (73 percent) of Kiwi parents also believe that reading for enjoyment is extremely important for a child’s intellectual development.

More than 90 percent of parents said reading in their spare time improved children’s exam marks, a further 86 percent said leisure time reading was more important to a child’s academic development than studying for a test.

Six in 10 parents said their children were unable to read as they were too busy with school, homework or after school clubs.

Adults also shared a love of reading, with 41 percent saying cosying up with a good book made them feel calm. A further 31 percent said it made them feel happy and 13 percent said it made them feel more confident.

He says almost a third of all books purchased in New Zealand are for children, with traditional hard copies being the preferred choice.

Many adults surveyed said they would choose to read more if they were not so busy with work and their children, with more than half (59 percent) saying it was one of their most favourite leisure activities.

Kiwis listed fiction (25 percent), followed by crime (nine percent) and fantasy (six percent) as their top three genres.

More than a third (37 percent) of respondents said they read books for

entertainment, almost a fifth (18 percent) read to learn and a sixth (17 percent) use books to escape reality.

Of their most preferred places to read, four in 10 said it was in bed, 41 percent like to read in their favourite chair, followed by commuting, beach or park at six percent.

The survey also showed that 39 percent of Kiwis prefer reading the book before watching the movie, with just three percent

“Nielsen data shows New Zealanders buy more than six million hardcopy books per year and our own figures have found Kiwis are the secondhighest consumers of physical books among the countries we supply to,” he says.

He says demand for hard copy books through online channels remains strong with around six percent of New Zealand’s population considered an active subscriber and says their growth in sales in this country is driven by the offer of free delivery on 20 million titles.

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News | In the Classroom

Quantifying equality

School deciles gone in two years School deciles will be replaced in 2021 or 2022 by an Equity Index that better aligns equity funding to actual levels of socio-economic disadvantage in our schools.

Education Minister Chris Hipkins made the announcement late September, saying, “Replacing school deciles with an Equity Index will increase the education resourcing going to some of our most disadvantaged students.

This increased resourcing is essential to support them to succeed in education, in life, in employment and in their communities.

“Getting rid of school deciles will also reduce the stigma associated with them whereby too many of our schools are being judged on their decile rating, rather than what they achieve for their students. This is unfair and needs to stop.

The Minister said Cabinet has agreed to the in-principle replacement of deciles with an Equity Index.

“I have asked the Ministry of Education to discuss with the sector how the

Equity Index will work, how it could be used, the supports and services that it might apply to, and how any transition might be managed.

“These discussions are not about funding impacts on individual schools.

But these conversations will help shape a package of supports for future budgets. We want to get this right before making any final decisions.”

He said there are big differences between the Government’s proposal for an Equity Index, and the previous Government’s attempt to replace deciles with a Risk Index.

“The Equity Index considers the whole school population when assessing the level of disadvantage in a school. The Risk Index, by contrast, tried to ‘predict’ which individual students were most ‘at risk’ of not achieving. This means that the Equity Index is more aligned with research which shows that concentrations of disadvantage in a school matters for the achievement of all students, not just those who are most disadvantaged.”

The Equity Index uses a broad measure of educational success that considers the spectrum of students’ achievement

across NCEA. This gives a more nuanced view of the equity challenge at each schools than the simple pass/ fail measure used in the Risk Index.

“The Equity Index will also allow better comparisons on how schools are doing to achieve equity for particular groups. This will enable us to learn from the schools that are achieving equity and provide additional support for those who need it,” Chris said.

Currently, 2.9 percent of resourcing for schools, or around $150 million,

is targeted for equity. This means the majority of school funding would be unaffected by any change.

The New Zealand School Trustees Association (NZSTA) is delighted with Minister Hipkins’ announcement.

NZSTA president Lorraine Kerr says, “We’ve all been waiting for this for a very long time. Let’s just focus on getting this off the ground and working for everyone — families, teachers, principals, boards of trustees, auditors, officials, government — but most importantly, our children.”

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

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

Learning Space | STEM

Make the boat go faster

Emirates Team New Zealand and Genesis School-gen teach kids about the power of wind How will Emirates Team New Zealand’s boat harness wind power to reach speeds of almost 95km/hr when the America’s Cup is sailed in the Hauraki Gulf in March 2021?

Two new learning resources produced

by Genesis, the team’s Official Energy Partner, aim to inspire Years 5-8 students to discover the answers to this and other wind power questions.

The new science, technology, engineering and maths (STEM) resources “Harnessing the Power of the Wind,” which has a science focus, and “Measuring Wind Power,” with a maths focus, are part of the award-winning Genesis School-gen programme that engages and inspires the innovators of tomorrow.

Students are encouraged to build their own boats, to understand floating and sinking, and to think about the sustainability of their boat building materials.

Blair Tuke and Ryan Thomas with students from Arahoe School.

“We hope making these practical, real-life resources available through the Genesis Schoolgen programme will inspire the next generation of kiwi kids into STEM careers.”

- Emirates Team New Zealand CEO Grant Dalton

They are also introduced to the concept of on-water measurement, including nautical miles and knots, and to use calculations to predict boat times and distances and also work out the perimeter and area of an America’s Cup race course.

“We’re delighted to be working with Genesis and their School-gen programme to engage with the innovators of tomorrow,” Emirates Team New Zealand CEO, Grant Dalton says.

Blair Tuke and Ryan Thomas on HEG (Hydro-erosive grinding).

“We hope making these practical, reallife resources available through the Genesis School-gen programme will inspire the next generation of kiwi kids into STEM careers,” Grant says.

Genesis CEO Marc England commented that STEM subjects can be incredibly exciting, and “we want to show kids that technology coupled with creative minds can make things happen.

“Wind power is a natural topic for us to be talking about as Genesis generates electricity from the wind and we generate boat speed.

“Partnering with Emirates Team New Zealand enables us to give schools fabulous learning opportunities around the America’s Cup,” Marc says.

“Both Emirates Team New Zealand and Genesis are focussed on pushing the boundaries when it comes to technical innovations.

“We are both focussed on inspiring the next generation of innovators, and we hope School-gen’s wide reach across New Zealand schools coupled with

12 | Term 1, 2020 www.principalstoday.co.nz

Emirates Team New Zealand’s fantastic reputation will get kids excited about STEM and futures in this field.”

The resources, available in te reo Māori, were launched in Māori Language Week. School-gen provides several resources in te reo Māori and is continuously translating its materials into te reo.

The STEM resources include profiles of two Genesis and Emirates Team New Zealand staff members talking about their science, technology, engineering and maths (STEM) careers and backgrounds.

About Genesis Energy Genesis Energy sells electricity, reticulated natural gas and LPG through

its retail brands of Genesis Energy and Energy Online. The Company generates electricity from a diverse portfolio of thermal and renewable generation assets located in different parts of the country.

About School-gen Genesis’ School-gen programme aims to get young New Zealanders interested in science, engineering, technology and maths while learning cool stuff about energy – how it’s made, how it works and how it can be managed. We want to encourage the energy innovators of the future by helping them build the skills and knowledge they need for the jobs of the future – whatever they will be.

Learning Space | ISTEM

Ricoh - nurturing creativity and innovation For students to become capable and successful members of today’s society, they must learn to be adaptive, creative, and innovative.

Technology plays a huge role in education today as it responds to and reflects the nature of the world we live in. The 21st century is fast paced, changing rapidly, and the skills required for modern technologies are becoming increasingly important.

Science, technology, engineering and mathematics education (STEM) provides a platform to not only explore these skills but also explicitly breakdown concepts such as computational thinking, design thinking, problem solving, prototyping and testing.

Ricoh is committed to helping improve students’ ability to not just be users and consumers of content, or to replicate existing solutions, but to become innovative designers and creators of outcomes, says Ashhurst School teacher, Grayson Marsh.

“Having access to technologies gives students more opportunities to move away from simplistic models using basic materials, or tools, but allowing

them to create real life solutions and products that can be used in real life contexts,” Grayson says.

At Ashhurst School, just northeast of Palmerston North, staff and students are relishing the recent addition of a Makerspace laser cutter that complements everything a child needs to prepare for a career in a very different world to the one they inherit from their parents.

CASE STUDY Ashhust School adopted the laser cutter for students to explore a range of concepts and contexts from the new digital technologies curriculum.

It has now been in use for two terms and has proven itself a unique tool to support explicit teaching of cross curricular skills; providing students with hands-on experiences to see how they can become innovative designers, or global collaborators, or how they can employ a growth mind set.

The technology can be re-appropriated for use across the entire primary school (Years 1-8) and is compatible with a range of hard materials, including plywood, MDF, cardboard, and leather.

Students’ technological skills are developed naturally in increments, alongside their cognitive and social skills, as they progress through the year

groups. Some of the creations to date from across all year groups include custom-made Christmas decorations, jewellery, carpentry, board games, puzzles, bag tags, even props for the school production, and more.

“The feedback from students is that they feel that their designs and creations now have a real purpose, and value. The feel like they have the ability to create something that most people have to buy in a shop,” Grayson says.

A standout benefit of the laser cutter is the speed of it. It can service a class of around 25 students, allowing them to design, print, test, and adapt their designs in a short timeframe. Rather than having to wait until the next day to fix errors and make changes, students are constantly altering their creations, fixing mistakes, problem solving, and collaborating with others to try and produce their designs.

“Students showed a huge amount of engagement, and took pride in what they were creating, as they could see a positive purpose for their end goal,” Grayson says.

Ashhurst School uses the TE9060L CO2 Laser Cutter/engraver. Local servicing and the ability to customise products to the NZ market are what sets Ricoh and partners’ products apart; along with optimal safe operation within the classroom.

Ricoh offers a suite of STEMfocused best of breed products that are cost effective to purchase or lease and expand the range of choices for students.

By partnering with Makerbot and Makerspace NZ Ltd, Ricoh can add value to any education offering that is tailored to the school and its students.

Technology to inspire creativity and innovation

In addition to traditional office printers and copiers, Ricoh provides CNC Routers, Lasercutters and 3D Printers to elevate STEM learning in the classroom with reliable, proven hardware and intuitive software.

Call Ricoh today 0800 80 76 76

ricoh.co.nz

www.principalstoday.co.nz Term 1, 2020 | 13

Learning Space | STEM

Learning Space | Careers

One teacher at a time –

Choosing their own path

overcoming a crisis in STEM Year 8 teacher Tina McKenzie has taught 12-year olds how to extract DNA from a tomato and how craft can demonstrate the beauty of mathematics.

She is one of dozens of primary and intermediate teachers to receive specialist training at the University of Auckland in teaching STEM (Science, Technology, Engineering, Mathematics), thanks to a scholarship scheme funded by the Woolf Fisher Trust.

For the past four years the Trust has provided scholarships to new teaching graduates and early career teachers at the Faculty of Education and Social Work (EDSW) with the aim of addressing a critical shortage of STEM teachers in New Zealand.

The initiative is funded to produce 100 specialist STEM teachers at primary and intermediate level by 2022. So far 24 teachers have graduated from the honours programme and nine are about to complete.

Project co-ordinator Megan Clune says they hope this boost in teacher capacity will have a flow-on effect on both New Zealand’s chronic STEM skills shortage, and the drop-off in student interest in these subjects in the late primary and early adolescent years.

Only 20 percent of Year 8 students perform at the expected curriculum level for Science in New Zealand, and in mathematics in Year 8, it’s 41 percent.

“Teachers with sound knowledge in science and mathematics, and high confidence and self-efficacy in these subjects, can make a real difference to student outcomes,” says Megan — a Professional Teaching Fellow in EDSW. “Internationally, the critical role of STEM subjects for innovation and economic development has been widely recognised. Success in science and mathematics provides better options for study and employment and equips students to better understand the world they live in.”

Megan is funded by the trust to mentor the scholarship recipients during the programme while they teach in classrooms, increasing effectiveness and motivation.

With a strong mathematics and science education, students are better able to spark imagination, think logically, problem solve and develop higher-order thinking.

Smash stereotypes and consider a career in science, technology, engineering and maths. That’s the advice Hamilton-based software specialist Company-X has for girls.

participate in data analytics on social media data,” Rachel says.

Only about 20 percent of technologyrelated jobs are held by women.

“We showed the students the work environment, how we do our jobs, the types of work we do, and the cool technology we get to work with.”

The 50 plus Silicon Valley savvy team with a Kiwi can-do attitude sent one of its best and brightest software architects to Hamilton Girls’ High School to inspire students to aspire to become her colleagues.

Reseller News Women in Information and Communications Technology finalist Rachel Primrose says, “I don’t think there are that many women in science, technology, engineering and mathematics (STEM) because of the unconscious bias against women, which comes from men and other women.”

Rachel was a finalist for this year’s Technical Award.

For Tina McKenzie, who is in her second year of teaching at Somerville Intermediate School in Howick, the scholarship has given her an enthusiasm for and enhanced competence in what can be difficult subjects to teach.

“Maths and science used to give me anxiety and I needed to turn that around so that my fears didn’t end up rubbing off on my students,” she says.

“Student achievement in both subjects really depends on quality instruction and teacher confidence.

With a strong mathematics and science education, students are better able to spark imagination, think logically, problem solve and develop higherorder thinking.

“Learning to love maths and science is important for so many reasons as our world is rapidly evolving and as we become more reliant on technology,” she adds.

The funding from the Woolf Fisher Trust was received as part of the University’s For All Our Futures campaign, which aimed to raise $300 million from donors to advance important research which addresses the big challenges that our critical to our future – including educational achievement.

14 | Term 1, 2020 www.principalstoday.co.nz

“Personally, I’ve had to shrug off a lot of unwelcome comments, from both men and women over the years, and that’s straight-up unacceptable. Everyone needs to look at the way they’re talking to our young people about STEM to break down that barrier.”

Rachel taught three lessons for two Year 10 classes with her colleague Karen Moore as part of Smart Waikato’s award-winning Secondary School Employer Partnership.

The partnership connects students, teachers and employers to contextualise learning and inspire the next generation.

For Rachel it was all about challenging stereotypes. “We shared our experiences as women working in science, technology, engineering and mathematics and information technology (IT) in a holistic way,” she says.

Her message, delivered to mathematics students, included the journey through education, career paths, salary, travel and lifestyle benefits.

Company-X, for example, allows its team to work from its Hamilton office or from home and offers flexible hours, which is advantageous for those with young families.

“We showed how statistics is relevant to STEM through having the students

The students also visited the Company-X office to learn about the fastest growing technology company in New Zealand’s fastest growing technology region. Company-X has grown from employing two, in 2012, to more than 50.

Rachel taught the concept of programming by role playing a sandwich making robot that the students had to instruct one step at a time. The instruction to put the margarine on the bread, for example, would result in the margarine tub being placed on top of the unopened loaf.

Students also experienced Company-X’s virtual reality milking shed where each student was trained in a healthy and safe milking procedure.

Rachel and Karen started their first lesson with a photo board and asked the students to pick which of the people worked in STEM. Hamilton Girls’ High School mathematics teacher Anita Chan welcomed Company-X into her mathematics class. “Rachel and Karen were amazing and everything went according to their lesson plan,” Anita says. “They are just like natural teachers.”

Hamilton Girls’ High School mathematics student Nikaia Paama says meeting Rachel and Karen in the classroom, and visiting them at Company-X, had challenged her ideas about the IT industry.

“Having people visit definitely helps me see what I want to do when I grow up,” Nikaia says.

She had always assumed IT was for boys, probably because girls didn’t like it, but working with Company-X had introduced her to more possibilities.

“Having Company-X come into our classroom has allowed me to think of doing things with computers and seeing how fun it can actually be,” Nikaia said. “I’m definitely thinking of doing something in this field of work.

It sounds like a really interesting thing to do.”

Nikaia hoped to see the number of women in technology roles grow from 20 percent.

“Girls can do anything,” she says.

Welcome to the

YMCA Education 2020 We do lots of stuff ranging from before and after school care (OSCAR), early childhood education, health and fitness programmes, outdoor education and accommodation.

The essence of the Y is youth development. We firmly believe education is integral to how young people grow and develop into adulthood. Research shows that for some in our community, main-stream education is not a natural fit.

This why the YMCANZ is a PTE set up to meet the need for Foundation and Vocational Education programmes leading to NZQA qualifications and Awards.

Y Skills Youth Guarantee programmes YMCA provides education programmes for 16 to 19 year olds with low or no academic achievements – this is our speciality.

Funded by the TEC and fees free, our Youth Guarantee programmes offer A whanau whānui environment Small class sizes Qualified staff Specialist support with literacy and numeracy learning High levels of pastoral care Project based learning Excellent learning outcomes.

The Y skills suite of programmes include Te Papa Ako Toi – Skills for you (NZ Certificate in Foundation Skills level 1 & NCEA 1) Kia rite o to mahi – Ready2 Work (NZ Certificate in Foundation Skills level 2, & NCEA 2) Y Skills Outdoors (NCEA 2, Service Industries Vocational Pathways Award) Y Skills Farming (NCEA 2, Primary Industries Vocational Pathways Award) Y Skills Social and Community (NCEA 2, Social and Community Vocational Pathways Award).

It’s not just about young people. The Y also works with people of those 16 and over to develop literacy and numeracy capabilities with our programmes in Intensive Literacy and Numeracy Workplace Literacy and Numeracy Adult and Community Education programmes.

Interested? Check us out on

https://ymca.org.nz/

www.principalstoday.co.nz Term 1, 2020 | 15

Learning Space | Dealing with Grief

supporting students through grief Schools are their own unique communities within communities.

When people within a school’s community are grieving, it’s important that school is a safe environment that supports those affected through their bereavement.

The loss of a sibling or parent, extended family or friends, and traumatic incidents affecting the school or wider community are some of the likely causes of grief that will affect school-aged children during their childhood.

Within the school environment, bereavement requires a thoughtful, informed and timely response from school staff and school leadership teams to keep students on target with their educational achievement.

Children and young people move in and out of their grief and an important guiding principle is to stay open and receptive to each child and their experiences and behaviours.

SUPPORTING YOUNG CHILDREN AGED FOUR TO EIGHT • Young children have some understanding of grief but they may also have unrealistic thoughts.

Physically, they may be tired, distracted and unable to concentrate, and experience stomach aches and headaches.

Teaching staff should be prepared to: • Let children talk about the incident (they may ask the same questions repeatedly) • Answer questions honestly and simply • Talk with them about what won’t change in their life • Increase physical activities.

SUPPORTING CHILDREN AGED EIGHT TO 12 • Older children can usually fully comprehend the reality of their loss.

They may try to mask their emotional reactions, feel angry and ‘act out’ in a range of ways, or take a restorative approach to school life, preferring to deal with loss related issues elsewhere. They may experience

NZ owned & operated Funeral Home

many of the same physical reactions as younger students.

• Help them to understand that the emotions they are experiencing are normal and natural • Discuss ways in which they can help those affected or share their favourite memories of the person or people they are grieving

• Do not pressure them to talk about it but make it clear you are there to support them • Monitor student attendance • Encourage them to access additional support when needed.

SUPPORTING STAFF

• Expect some behavioural changes for a while

• Staff will require support in supporting their students through the grieving process.

• Encourage students to be together and look out for each other, and to let a teacher know if they have concerns about another student.

• Provide teachers with guidelines on how to share information about grief with their students

SUPPORTING YOUNG PEOPLE AGED 13 TO 17

• Share factual information with staff (through meetings and bulletins) and keep them informed of things as they develop

• Adolescence can be a time of emotional ups and downs and adolescents may experience intense, private grief, share the experience with their close friends, or do both • Be clear in separating fact from rumour – clarify any misinformation and provide factual answers, and if you don’t know the answer, say so • Provide flexibility around homework and assignments where possible

• Keep in regular communication with staff to ensure they are managing • Establish referral procedures and resources for additional support.

More information about managing student and staff wellbeing can be accessed through the Ministry of Education, www.education.gotv.nz.

WALL’S

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FUNERAL SERVICES Plan ahead with us, ease the burden on your loved ones by pre-planning.

Ensure your wishes are recorded and carried out.

Ensuring peace of mind Funeral prearrangement simply means that by planning now, you can ensure that your funeral reflects your personal wishes.

You can determine your last wishes in advance.

49 Humber Street, Oamaru P: 03 434 8266 E: admin@wallsfuneralservices.co.nz 16 | Term 1, 2020 www.principalstoday.co.nz

Music | Theatre

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.

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. Stronglite Staging® supply 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 and kapa haka 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.

Learning Space | In Brief

Creative learning projects in schools and kura Applications are open for the first round of the Creatives in Schools programme, which partners artists and creative practitioners with teachers and kaiako to foster new learning experiences for students and ākonga of all ages.

This is a joint initiative with the Ministry of Education, Manatū Taonga Ministry for Culture and Heritage and Creative New Zealand.

The first Creatives in Schools projects will be happening in New Zealand schools and kura during Terms 1 and 2 this year.

The programme will see professional artists and creatives partner with schools and kura to share their artistic knowledge and creativity with students.

It’s not only the New Zealand Curriculum arts disciplines of visual arts, dance, drama and music included there are also opportunities for creative practitioners to work with schools and kura to share their creative expertise in areas such as film making, game design, fashion design, spoken word and more.

The projects will benefit both students and artists, enhancing students’ wellbeing, improving skills in communication, collaboration

and creative thinking and raise their awareness of creative careers.

Acting deputy secretary, Early Learning Student Achievement, Ministry of Education, Pauline Cleaver says each project will be a high-calibre and indepth engagement, lasting from eight to 20 weeks.

“Each project will typically involve one school or kura and between one and three creative practitioners, depending on the project. Some projects could involve more than one school and kura working together.”

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 Hire 0800 12 12 33 www.stronglite.co.nz

www.principalstoday.co.nz Term 1, 2020 | 17

Working Space | Insurance

Insuring your school The Ministry of Education has a Catastrophic Loss policy for damage to New Zealand stateowned school buildings.

weather events. Regularly clean out guttering (and/or install gutter guards), trim trees and remove dead or unsafe trees, lag pipes in frost-prone areas and take other precautions against expected weather conditions.

The policy funds damage caused by the following types of event:

Minimise flooding risks When the school is closed, turn off water supply to urinals and ensure all taps are turned off (and not leaking).

Radiators, boilers and water pipes which are not properly maintained also add to the risk of flooding. Ensure drains and sinks are left unblocked.

• Earthquakes • Fire (accidental and arson) • Loss or theft of school keys • Extreme weather events (such as heavy snow, high winds and lightening strikes).

The Catastrophic Loss policy pays for: • Repairing damaged school buildings • Replacing actual net square metres lost up to the School Property Guide (SPG) entitlement • Contracts work under $50,000 (a minimum excess of $1,000 applies) • Demolition of buildings not eligible for replacement.

Even though replacement of square metres is calculated on net area lost, the replacement budget allows for ancillary gross areas that need rebuilding due to the damage, such as corridors, reception areas, cleaners’ cupboards, toilets, switch rooms and computer network spaces.

Before starting any repair work, you must contact your local Ministry office.

If you get the work done without first putting in a claim, your application will be declined; refer to Making Claims under the Catastrophic Loss policy.

What is not paid for out of the Catastrophic Loss policy • Claims under $2,500 • Damage to the over-SPG entitlement area of a school • Vandalism e.g. graffiti, leaving taps on, broken windows

• Non Ministry-funded property (including the board owned portion of joint Ministry-board owned property) • Damage which only occurs because property has been inadequately maintained. The level of funding awarded to the school will be based on how much the repair costs would have been if the property had been properly maintained. When in doubt, this will be decided by a loss adjuster • Replacing or repairing surplus buildings.

Over SPG entitlement and damage to school land Damage to over SPG entitlement buildings and facilities, and damage to school land, is not covered under the Catastrophic Loss policy. However, the Ministry will consider these claims on a case by case basis where it can be shown that these repairs are necessary for the operation of the school.

Boards cannot insure over-SPG property without the Ministry’s consent, and should consider rationalising surplus property.

Swimming pools The Ministry will only consider replacing a damaged swimming pool

if there are no viable alternatives available to the school for delivering swimming and water safety tuition.

The Ministry will take into account factors such as the number of school pools, or available community pools within the local school network when making this decision.

Joint and board funded buildings and facilities If buildings and facilities were built with joint Ministry and board funding, the Catastrophic Loss policy only pays out on damage to the Ministry’s share up to SPG entitlement. The board must insure its share of the building.

If the board and a community group jointly pay for buildings and facilities, make sure you have an agreement about which portion the board and community each insures. Record this in your standard agreement for third party use of school site.

Minimising the risk of damage from a catastrophic event Good maintenance Properly maintained buildings and fixtures are more likely to withstand the effects of natural disasters and extreme

Minimise fire risks Reduce the risk of arson and accidental fire by moving rubbish bins and other receptacles away from school walls and fences. Get rid of flammable substances. During holiday periods, consider locking rubbish bins away from school buildings and placing mats inside buildings (as these make a good base for fires).

School keys Reduce the risk of losing the school’s master key, or of having it stolen, by keeping it in a secure place and not within public view. Don’t label keys with the school’s name.

Also, minimise the number of locks that require replacement if the master key is lost or stolen, e.g. have a master key that allows access to a keypad system which can then be used to unlock the rest of the school. This provides a double layer of protection to the school and means that if the master key is lost, only one lock requires replacement.

Electronic swipe card systems are even more effective because a swipe card that is stolen or lost can be deactivated without the need to alter, or replace the rest of the system or change any locks.

Information kindly supplied by the Ministry of Education, visit: www.minedu.govt.nz.

Appointed insurance broker to the Ministry of Education From Contents and Liability to Cyber and Travel Insurance, we have a team of professional brokers who are equipped to provide you with risk solutions fit for your business needs.

To find out more or for a quote, call us today 0800 29 30 31 Copyright © 2019 Marsh Ltd. All rights reserved. S19-1026

18 | Term 1, 2020 www.principalstoday.co.nz

Working Space | Office Furniture

Want a healthy workplace? Start with the basics

By Jane Cowan-Harris

In my experience, most organisations want to look after their staff well but, given the seemingly intangible nature of wellness, are unsure of the best way to spend their dollar.

After all, how do you know if your investment and commitment to the cause is going to be worth it? How do you measure if you really are getting a healthy return? My advice is to start with the basics.

A challenge every workplace has, regardless of the business type, is that people come in all shapes and sizes.

One size desk or chair does not suit all, and so the starting point of any programme within an office setting is the furniture selection.

When buying a desk, it pays to buy those that are easily height adjustable so that individuals can set them at the right height for themselves, by themselves. And remember that just because a desk or chair is adjustable, not everyone will know how to adjust it.

This is also true if you’re investing in sit stand desks; make sure people know how to adjust them up and down during the day.

Adjustable desks may cost more at the outset but will benefit with less

lost time off work and increased productivity, particularly for those people who have to sit for long periods of the day. Get advice on the right kind of desk for your people and the tasks they are doing before you buy. It can save money long term and ensure optimal use of this furniture.

Set workstations up correctly.

Screen height and position is another crucial area which, if not addressed correctly at time of set-up, can lead to eye and neck strain – two of the most common complaints from high computer users, but there are others.

Take a moment to consider your workplace. Is there anyone — including you — who might be at risk of: Developing awkward postures, doing repetitive tasks for long periods of time, being stuck in static postures (having no reason to move), or building up muscle tension (having no opportunity to rest).

Again, ensuring people are aware of the correct positioning will reduce the risk of injuries and subsequent lost time off work.

While not always immediately obvious, workplace wellness or ergonomics programmes bring many measurable benefits including: Increased productivity, reduced injuries, correct compliance, subsequent reduction in related costs such as people taking time off work,

having to get a temp in, increased ACC levies, and increased employee engagement — people appreciate knowing that you appreciate them.

Jane Cowan-Harris is the head of WorkSpace IQ: www.workspaceiq.co.nz.

www.principalstoday.co.nz Term 1, 2020 | 19

Working Space | School Finances

User-friendly finances

From ice cream containers to streamlined parent payments Things have changed at Wellington’s Island Bay primary school. Executive officer, Theresa Meredith has thrown away her spreadsheets capturing student activities and associated payments and can follow up on permissions and amounts owing in less than 20 seconds.

Going back six years, the school took payments in cash or cheques handed to teachers or by eftpos at the office. All communication around trips and activities was sent out via notices — with parents duly returning their permission forms and payments to class.

“Cash was collected in ice cream containers,” Theresa says. “One container per activity. It was very challenging to reconcile because permission was often given without payment. Teachers used to arrive in the office at the end of term or year with a bag of cash, unsure what it was for.”

“The efficiency of money handling and real-time reporting with Kindo is excellent. We pull in more money than we used to, and our parents have the flexibility to pay when and how they prefer, in the amounts that suit them.”

- Deborah Fenton, Principal, Island Bay School

At the time, the school’s focus was on collecting permissions, so payment records were hit or miss. Theresa was keen to do things a little differently, so the school adopted the WrapitUp school payments system in 2016, which transferred to Kindo when the businesses merged in 2017.

In 2019, Kindo introduced a raft of new features called Kindo Payables, allowing the school to continue taking money up front via the ‘shop’ while adding the ability to handle invoicetype payables. “The new features definitely deliver the outcomes we wanted,” she says.

Te Ra Waldorf School, Paraparaumu, Wellington Te Ra is a state-integrated special character school with 193 students on the primary school roll and 60 students in kindergarten classes and the on-site nursery.

When executive officer, Rhonda Huntley started in November 2018, one of her first challenges was to create some visibility across payments owing. Gaining a clear view across payables was particularly complex with parent payments directed into two separate bank accounts for the school and the Proprietors Trust.

“Before Kindo, around three to four hours of admin time was tied up each week sorting out mixed up payments,” Rhonda says.

“We needed a system that could deliver payments seamlessly to the right bank account, integrate with other systems, and provide us with clear reporting.

“With Kindo, we’ve had 100 percent of our swimming bill paid before the due date and camp was fully paid before the students set off. We are very happy with the way the system’s running.

“Reporting is now accurate and up-to-date. The school is taking less cash through the office and payments are coming in on a regular basis.”

“We can easily load specific activities against classes, groups or individuals.

And then, at the click of a button, alert parents via email when there’s a new activity to be paid. Payables also provides complete visibility across payments and non-payments.”

According to Theresa, Kindo point of sale feature (POS) is a significant gain for schools, providing the ability to incorporate all forms of payments into one system. Kindo can handle payments made using other payment methods (eftpos, cash and online banking) and provide a full record of payments for every student.

“Prior to Payables and POS being developed, we could only see what had been paid, not what was outstanding,” confirmed Theresa. “I used to run several spreadsheets, one for each activity, to capture all the different payments. This was time-consuming and moving data around introduced human error. Now most payments come through Kindo and we log those that don’t using POS.” Parents are less confused over what they should pay and whether they’ve paid it and Theresa has no problem with last minute opt-ins or opt-outs from sports teams, activities or even fundraisers. “I can add or remove a

20 | Term 1, 2020 www.principalstoday.co.nz

Island Bay primary school executive officer Theresa Meredith.

Island Bay School principal Deborah Fenton.

payable against an individual student immediately, so parents can keep upto-date with the payments that apply to them.”

Payment prompts to announce new payables can be sent out to groups, classes or the whole school at the click of a mouse. If an unregistered parent receives a prompt, they are automatically directed to Kindo to register. This has resulted in the registration of 425 of the 442 Island Bay students. Theresa can send out payment reminders in seconds and the response from parents is often instantaneous.

Even better, parents can part-pay donations, camps and trips with Kindo displaying the updated balance for payment. “We’ve stopped getting double ups and payments for activities that students aren’t participating in.

Parents are better informed as a result.

As soon as they log in to Kindo, their balance is displayed by each child, broken down line by line. It couldn’t be clearer.”

From an admin perspective, the new functionality solves issues in seconds that used to take hours each day to navigate.

For activities like sport sign ups, trips and camps, admin staff can easily attach a permission form to each payment, so parents can’t pay without agreeing to their child’s involvement.

That means a lot less time spent chasing permissions.

There’s also been a noticeable upturn in school payments which Theresa attributes to the link embedded in prompts and reminder emails taking parents directly to their Kindo accounts, making it simple to pay via smart phone.

“We recently sent a payment prompt for 89 children,” Rhonda says. “Seventyseven paid online through Kindo.

The remainder were new entrants or receiving payment support — that’s a great result.”

Kindo has also simplified teacher and board-level reporting. Theresa can run off up-to-date reports for teachers in seconds – that means no more ice cream containers in the classroom.

“Reporting is instant and accurate, payments are coming in smoothly, teachers can focus on teaching and administration is streamlined. I know it works because parents constantly check their accounts and are much more aware of their children’s activities and payments owing. Kindo Payables has been a real win for us.”

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 www.principalstoday.co.nz Term 1, 2020 | 21

Working Space | Property Finances

Site extensions for schools The Ministry may fund an extension to your school grounds if your site is small relative to the number of students on your roll. Such decisions are made on a caseby-case basis.

Applying for site extension funding In the past, the Ministry often had to take what was available in an area when it needed land for a new school. As a result, the size of school sites varies significantly throughout the country.

If your school is struggling to cope on a site that’s small given the number of students on your roll, the Ministry may pay for an extension to your site.

If you hear about suitable land coming up for sale, contact your property advisor.

Before committing to buy the land, the Ministry will look at whether it gives you enough space for:

Under consideration will be the site’s safety, access and infrastructure requirements, like drainage and retaining walls.

If the Ministry decides to buy the land, it will negotiate for it and pay for it using Ministry funding.

You’re not automatically entitled to this funding and the Ministry treats all requests on a case-by-case basis and makes the final decision.

• Buildings • Playing areas • Parking.

Ministry’s recommended size for school sites

• 18m² per student + 4 hectares for secondary schools.

The Ministry uses the following site size guidelines when considering sites to buy for new schools or to extend an existing school’s site:

This is a guide, not an entitlement, and many schools successfully operate on smaller sites.

• 14m² per student + 1 hectare for primary schools • 15m² per student + 2.4 hectares for intermediate schools

These schools often use community facilities, like sports complexes and reserves, to help deliver the curriculum.

Provided courtesy of the Ministry of Education. For further information, visit: www.education.govt.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.

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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

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Working Space | Electrical Safety

Keeping your school safe Electrical safety testing from electrical fires Each year there are far too many accidents and near misses in the workplace with portable electrical equipment.

The Ministry of Education has been communicating with all schools around steps they can take to ensure their electrical systems are operating safely and correctly.

Safety testing such equipment is now the law and if you don’t comply you can risk being fined or having your equipment being barred from the workplace.

So how do you do this testing? Well, with AVO New Zealand and a tester like the PAT150 it’s easy!

“We recommend multi-boxes and other electrical items/appliances are operated in accordance with the manufacturer’s instructions.

“We encourage schools to seek specialist advice from a certified electrician if they have concerns about the operation of their electrical systems,” the Ministry says.

Making sure your electrical equipment is operating safely is part of your overall health and safety responsibilities and will help you meet the requirements of the Health and Safety at Work Act. Appliances such as power boards (also known as multi-plugs, multi-boards or multi-boxes) should only be plugged into an electrical outlet to ensure a good supply of electricity and limit the potential for shocks or fires.

Multi-boxes are not designed for appliances, such as heaters, that draw large amounts of electricity.

WorkSafe guidance on safely using power boards can be found on their website: www. worksafe.govt.nz.

More information can be found here: www.education.govt.nz/school/ property-and-transport/healthand-safety-management/electricalequipment-testing.

Information provided courtesy of the Ministry of Education.

Standards have been written to guide us in suitable testing methods and testing intervals. There is quite a bit to know but don’t worry - we have done a few smart things to help you get up to speed in no time at all.

Customers of the PAT150 are not only buying one of the best testing solutions on the market, but also receive with it exclusive access to our unique web-based training course. This has a comprehensive New Zealand made video and on-line quiz to test your knowledge. This is huge value and totally unique to the PAT150.

The robust, lightweight and very costeffective PAT150 is a market leader in PAT testing for the smaller user, offices, factories or schools.

Testing is a breeze with the PAT150… plug in the appliance and it does the rest automatically. The results are displayed in seconds along with a simple ‘tick’ to show the appliance has passed each test required.

With this simply operated batterypowered tester you can test all your appliances, your power cords, and your RCD’s in moments and without having to be near a source of power to operate the tester.

Ask for a demonstration today to show how simple and appropriate a solution the PAT150 is for schools: • Configurable testing • Live and battery powered testing • Functional asset testing • Lead null capability • Portable RCD compliance testing • RCD test button confirmation • Individual test modes for fault diagnosis • Single and multiple bond testing • Fixed appliance testing • Built to survive • Meets and Exceeds the Requirements of AS3760/2010.

Are your electrical risks managed?

Electrical leads, equipment and appliances are a source of risk to all schools. If they are damaged, they have the potential to cause an electrical shock injury to staff or students or cause a catastrophic fire.

LecSafe New Zealand is a company that implements and manages electrical testing and tagging programs for schools throughout the country.

0800 L5 E3 C2 S7 A2 3F 3E 24 | Term 1, 2020 www.principalstoday.co.nz

required, how often they should be carried out and what records must be kept.

Managing director David Easterbrook says, “We constantly find faulty/ damaged electrical equipment in school environments.

LecSafe understand the pressures that schools are under and design a testing program that not only manages the risk but is also cost effective.

“This can be leads that have been cut, equipment with broken safety covers, overloaded powerboards, melted leads etc. By detecting and removing this equipment we can help manage the risk for our school clients.”

“It is important to ensure that only items that require testing are tested and that the appropriate testing frequency is applied – these two keys can have a large impact on the overall cost of a testing programme.”

It is important that electrical testing and tagging is carried out correctly and programs are compliant with the AS/ NZS 3760 standard.

Contact David today if you would like more information or a review of your testing and tagging needs.

The standard outlines what equipment requires testing, what tests are

Phone: 0800 LECSAFE email: davide@lecsafe.co.nz visit: www.lecsafe.co.nz

Be

Proud Ensuring all classroom appliances are electrically safe is a legal requirement and a safety obligation which we take seriously at St Joseph’s School. The Megger PAT150 makes my job easy by being simple to use and the accompanying online training course that AVO has put together gives me the confidence to test the appliances competently.

- Blair Roberts, Caretaker, St Joseph’s School

St Joseph’s School is a state integrated school for girls and boys up to Year 8 offering an education with a special Catholic Character.

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Situated in Papanui, North West Christchurch; the school opened in 1878 and is now the largest Catholic primary school in the diocese. They currently have a maximum roll of 440 students.

It is an extremely well-resourced school with the school buildings and grounds being important and wonderful assets.

0800 485 990 | www.avo.co.nz

Working Space | Electrical Safety

In-house electrical testing Did you know you can take control of the electrical safety within your school and save money by testing your own equipment?

Training your staff to be able to test and tag your electrical items offers more advantages than just saving money.

Having staff trained to be able to test and tag can raise the awareness of what is safe and what isn’t. It can also allow you to spread your testing throughout the year when it is convenient for you, rather than trying to get it all done at one time (often resulting in a big bill when done by someone else).

Electrical safety isn’t something that just happens once a year though, new items are brought into the school throughout the year and these items should be tested for electrical safety before being used by staff or students.

Unfortunately, fire is a growing risk as schools introduce more technology into the classroom and BYODs add additional risk as unknown devices are being plugged in and charged at school.

Damaged power boards (multi-boxes) are one of the most common causes of fire and raising awareness with both staff and students is an excellent way

of identifying defective items, and preventing the damage in the first place. Your trained staff will be able to provide advice to other staff and students on what to look for and how to use power boards so they don’t get damaged or overloaded.

Test & Tag Training provides training to schools just like yours right across New Zealand. Most staff attend one of our public courses delivered in either Auckland, Hamilton, Wellington or Christchurch. However, we also cater for more regional venues where several schools pool their training requirements and we come to you to deliver the training.

While minimum numbers do apply, this is a popular option out of the

- New Zealand’s leading provider of test and tag training - Local group training for regional schools available - Life time technical support after your course

0800 111 779 www.testandtagtraining.co.nz

main centers and makes it more cost effective for smaller schools to partner with other local schools by sharing the training cost.

After the training course we offer free lifetime technical support so that your staff always have someone they can contact if they are ever unsure about any aspect of the testing process or potential safety of an item.

With your own tester, and staff who know how to use it, you can ensure all of your electrical equipment is safe – all of the time.

When deciding on what test equipment you need there are a few things you need to consider such as: type of equipment to be tested,

0800 111 780 www.portableappliancetesters.co.nz

26 | Term 1, 2020 www.principalstoday.co.nz

Unlike most other companies, who sell only one brand of tester, we sell them all and know the pros and cons of each. Together we can identify the right tester to meet your needs and your budget.

Some testers allow expansion with printers, scanners and software while others don’t. We believe you need to know this before you purchase, or you could get a nasty surprise in the future when your needs change.

Test & Tag Training Keeping your students and staff save while reducing the risk of fire is a key reason to take control of your electrical safety.

Testing and tagging your electrical equipment in accordance with AS/ NZS 3760 is the only documented method of ensuring electrical safety in your school.

- We sell, service and support all major brands - One supplier for all your test and tag needs - Calibration services on all brands

number of items needing testing, presence of residual current devices (RCDs) and resulting test reports to name a few. As specialists in the test and tag world we can help you decide on the right tester for your school.

The Ministry of Education provides guidance on using this standard to ensure your electrical equipment is safe.

Test and Tag Training provides oneday training courses nationwide to enable you to take control of this process and train your staff to test and tag your equipment. No prior electrical experience is needed, and we provide lifetime technical support after the course.

Appliance Testing Supplies can help you identify the right tester for your needs before or after your training.

Unlike other suppliers, who only sell one brand of tester, we sell them all. Our highly experienced team will guide you through the options and make sure you get exactly what you need.

As a test tag manufacturer, we also supply all the consumables you will need. Many schools choose personalised tags to help identify school owned equipment.

Call 0800 111 780 or visit www.portableappliancetesters.co.nz to see your options and discuss with our team.

Call 0800 111 779 or visit www.testandtagtraining.co.nz to book a training course today.

Working Space | Health & Safety

Short of breath

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 summer 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 asthma-related 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.”

How to help children stay healthy when returning to the classroom:

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’.

• Put together an Asthma Action Plan with a health professional before school starts. This will help you to become more in control

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.

• Get more informed about asthma triggers. This will help to manage asthma symptoms and

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

The sleep - mental health connection

The quality of our mental health and wellbeing is helped by getting enough sleep and rest.

A good night’s sleep helps us deal with the challenges of the next day, while fatigue can cause a drop in concentration, increase irritability and affect our performance and relationships.

Here are some learnings from kiwi research about getting to sleep: • Bedroom as dark as possible • Cool 17-20 degrees • Quiet – use earplugs if needed • Prioritise a regular bedtime and rising time

• A good quality bed • Regular pre sleep routine • Get enough light exposure during day to support body clock and rhythms • No heavy lifting or physical activity two2 hours before going to bed • No food two hours before bed • Once in bed don’t use phones that use blue light as it disrupts your biological clock • Missed sleep takes two nights to catch up – first night deep sleep second night dreaming sleep.

Acknowledgement: Associate Professor Leigh Signal, Associate Director, Sleep/Wake Centre. www.principalstoday.co.nz Term 1, 2020 | 27

Working Space | Roofing

Getting the right roof Metal roofs are some of the coolest roofs around, both in temperature and style.

Summer’s warm, dry weather is the perfect time to take stock of your roof’s condition and assess if it needs minor repairs or a complete overhaul.

ROOF CHECK UP It is easy enough to assess the condition of your roof without the help of a professional. Pull out the ladder and perform a visual inspection just by looking at the exterior of your roof.

Your visual inspection should include looking for elements of broken, cracked or missing tiles, loose material around chimneys or vents, signs of mould, rot or moisture and any indication of sagging or slumping.

It is also a good idea to examine your gutters and clear any debris that is blocking water from properly draining off the roof. Poorly maintained gutters can damage the roof and force you to replace it before its lifespan is up.

If you find any sign of damage or deterioration to your roof, then it will need to be fixed. Often small sections of roof can be replaced if the problem is isolated; however if the damage is widespread you may need to consider replacing your entire roof.

Five points to consider when it comes to your roof METAL Metal roofs are some of the coolest roofs around, both in temperature and style.

Metal roofs are available in copper, aluminium and stainless steel, and often have a high percentage of recycled content.

They offer high insulation solar reflectance and durability. Aside from its longevity, metal is much lighter than most materials and very resistance to adverse weather.

Metal tiles: This lightweight, easy to install product is aesthetically pleasing while remaining incredibly strong and durable.

Pressed steel is approximately onesixteenth the weight of concrete, which enables its end user to save time and money on reinforcing timber trusses, along with a host of other logistical and structural benefits.

Due to the design, application and fastening of the metal tiles, a roof can withstand hurricane force winds.

Long run roofing: Attractive, cost-effective and practical, long run roofing solutions are ideal for use in various sized commercial buildings. The differing corrugated or trapezoidal profiles means you can customise the look and functionality of the roof.

• There is a big difference between price and value when selecting a replacement roof • Maintenance of your roof should be scheduled on a regular basis • Your roof will not last forever.

There comes a time when repairs simply won’t be the answer as leaks will persist • Always seek more than one quote when repairs or a re-roof are required • Use a member of the Roofing Association of New Zealand – they are well informed about changes to the building code, health and safety regulations and technical matters.

Natural lighting roofing products Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 34 years. Their extensive product range caters for both residential and commercial applications.

NZ’s Leading Supplier of PVC, Polycarbonate and Fibreglass Roofing The Ampelite product range is extensive, with products for small jobs around the home to large scale warehousing.

Alongside this Ampelite lead the way with innovative polycarbonate products and materials designed for unique environments such as corrosive situations.

0800 AMPELITE www.ampelite.co.nz 28 | Term 1, 2020 www.principalstoday.co.nz

In the residential range products like Solasafe and Easyclick polycarbonate roofing are suitable for roofing residential deck areas and pergolas.

Solasafe has a lifetime warranty, comes in Corrugate, Trimdek (5 Rib) and Greca profiles, and is available in clear opal, grey and bronze.

Easyclick is a multi-wall flat panel product which features concealed fixing through a unique tongue and groove jointing system with good spanning capability. This is a quick and easy DIY product to install and is available in clear grey and opal. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment.

Ampelite is the market leader in commercial fibreglass roofing applications with its key products being:

Easyclick used over a deck

Wonderglas which is used in warehouses, factories, gymnasiums, etc. This is available in most roofing manufacturer’s profiles and has a market leading 25-year warranty for light transmission Webglas which is a trafficable fibreglass roofing product designed for use in corrosive environments such as fertiliser plants.

Further to these products, Ampelite’s extensive range includes multi-wall polycarbonate products like Thermoclear and Thermoclick, roofing ventilation products for both residential and commercial use through the Ampelair ventilator range, and the Panorama soffit lining system.

To find out about these products and more, visit us online at www.ampelite.co.nz, or call 0800 267354 to find your closest stockist/distributor.

Working Space | Asbestos

Managing asbestos in schools Building materials containing asbestos in schools were in widespread use in New Zealand and overseas until the 1980s because of its fireresistant properties.

The hazard and risk register should detail whether any asbestos or ACM has been identified or assumed and if so, it should refer to an Asbestos Management Plan which will contain detailed information about the location, condition, quantity and monitoring plan for asbestos or ACM.

Where asbestos is left in place and is in good condition, it does not pose a significant health and safety risk.

However, if it is disturbed during refurbishment, demolition, excavation, or due to deterioration, there is a risk of asbestos fibres becoming airborne and creating a health risk.

Ensure you monitor the area regularly and have a process in place in case unexpected asbestos is found.

Critical information for schools The Regulations place a requirement on a Person Conducting a Business or Undertaking (PCBU), such as schools, to ensure, so far as is reasonably practicable, that all asbestos in schools is identified and if so, any risks arising from the asbestos are managed to eliminate or minimise exposure.

As the PCBU in control of the workplace (school), Boards of Trustees and School Principals have a responsibility for managing asbestos in their schools.

Day-to-day management requirements The following steps should be followed by schools on a day to day basis: 1. Identify if asbestos is present Identifying asbestos or ACM in the workplace [WorkSafe] is the first step for managing asbestos exposure risk.

How to identify asbestos: • If your building was built prior to 1 January 2000 it is likely to contain asbestos-containing material (ACM) and you could assume that your school building contains asbestos • You could follow the WorkSafe Approved Code of Practice Guidance to identify what is likely to contain asbestos • You could consider training your staff to better understand how to identify asbestos • Or you can employ a surveyor to assess your building.

You should provide the hazard and risk register to any contractors undertaking work within your school.

You should schedule regular inspections of asbestos or ACM and record any changes to the condition in your Asbestos Management Plan.

legally required information outlined above is included.

If the condition of the identified or assumed asbestos changes, then you need to alter the Asbestos Management Plan accordingly.

3. Recording asbestos risks in your hazard and risk register To ensure that any potential risks arising from asbestos are proactively managed, it is important that details are included in your school’s hazard and risk register and the information is maintained and updated.

4. Communicating asbestos information Ensure asbestos information, including the Asbestos Management Plan and Hazard and Risk Register, is accessible to staff and provided to all contractors undertaking work at your school.

5. Monitoring asbestos condition You should schedule regular inspections of asbestos or ACM and record any changes to the condition in your Asbestos Management Plan.

Content provided courtesy of the Ministry of Education.

For more information, visit: www.education.govt.nz.

Where asbestos has been identified by a surveyor or it is assumed to exist in a school, your school needs to have an asbestos management plan in place.

ENSURE THE SAFETY OF YOUR STAFF AND STUDENTS

2. Producing an Asbestos Management Plan If you identify or assume the presence of asbestos in your school, an asbestos management plan is required. An asbestos management plan sets out how the identified asbestos or ACM will be managed.

You do not need to engage a surveyor to prepare your asbestos management plan. You can create your own asbestos management plan as long as you follow WorkSafe guidance.

All asbestos management plans must be in writing. They can be in hard copy or electronic form, as long as the

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Working Space | EOTC

Stepping out Outdoor activity the solution for struggling teenagers Reports of New Zealand adolescents ranking high in OECD countries’ teenage suicide and pregnancies rates suggest a much deeper problem and the need for a culture-shift by governments, with recognition of the value of outdoor recreation.

This is the message from the Council of Outdoor Recreation Associations of New Zealand (CORANZ).

CORANZ chairman Andi Cockroft was commenting on a report that New Zealand ranks poorly in terms of adolescent suicide, pregnancies and deaths related to cancer and respiratory illness, according to British healthcare think tank Nuffield Trust.

New Zealand’s Neuroscience educator Nathan Wallis said the results were concerning.

“The fact is governments are not serving young people well and policies are directly or indirectly, blocking public access to the outdoors.”

“We’ve got this idea that New Zealand is this wonderful, clean, green, beautiful nation that is a wonderful place to raise children, so this paints a different picture,” Nathan says.

Andi says New Zealanders were being duped by an imagined “God-zone self-portrayal”. He says the outdoors was a great playground for youngsters to learn observational and outdoor skills, to get physical exercise and

mental stimulation and good values, but was being eroded by development, exploitation and bureaucratic policies.

“The fact is governments are not serving young people well and policies are directly or indirectly, blocking public access to the outdoors.”

There was a very good model for youth education in Outward Bound in the Marlborough Sounds but the

philosophy was ignored by governments.

Referring to “loss of access to the outdoors” he says numerous policies of government were factors. He cited dirty rivers where rivers like Canterbury’s Selwyn, once a fully flowing, clean clear river, but now mostly summer dry, algae infested stones was once a revered trout and swimming river.

History comes alive in Arrowtown In historic Arrowtown the whole town is a living museum.

The Lakes District Museum runs an interactive LEOTC education programme called HandsONHistory, designed to support the New Zealand Curriculum.

HandsONHistory uses the entire town to provide an authentic experience for students from Year 1 right through to NCEA level 3.

By using the original features of the beautifully preserved goldmining town, students are able to learn by doing, using inquiry strategies and engaging all five of their senses.

Programmes are tailor made to suit your individual school’s inquiry topics and unique learning needs. Specific links are made to curriculum subjects and learning intentions.

The maximum cost is $5 for a full day of educational activities, with further special discounts for shorter visits, and locals or low decile schools.

As we are a Ministry of Education supported LEOTC provider, we pride ourselves in our use of the current New Zealand Curriculum’s principles, key competencies and curriculum areas.

Programmes come with follow-up resources to consolidate learning.

Our NCEA history and geography programmes provide the most current facts and figures, as well as thousands of historic archives to guide students to excellence.

30 | Term 1, 2020 www.principalstoday.co.nz

History will never be the same again In historic Arrowtown the past is all around us. That’s why the Lakes District Museum has established its interactive education programme designed to enrich and enhance the New Zealand Curriculum.

Arrowtown is an amazing resource which allows students (and adults) to experience hands-on and interactive learning in an authentic environment.

Arrowtown is a historically preserved goldmining town which allows endless opportunities for active learning, helping to bring the past to life.

All programme options are activity based, designed to suit all stages and styles of learning and all link clearly to the Social Studies Curriculum strands.

All options are well supported by pre and post-visit material.

Schools tend to choose similar times of the year for camps and visits, so contact us early for a booking so you don’t miss out!

Please use our website for pre and post-visit resources to reinforce learning around your museum trip: http: www.handsonhistory.co.nz.

Working Space | EOTC

“Get them to put aside this addiction to technology and get back to basics based around the outdoors.”

Many other rivers around New Zealand have summer warnings of toxic algae due to depleted flows and nutrient leaching from dairying.

Other government policies adversely impacted directly or indirectly on the public’s outdoors. The widespread use of poisons such as 1080 was not only unjustified but ecologically disruptive and poisoning public lands.

An open door policy of successive governments over decades to foreigners buying high country and farm land often resulted in locked gates and denials of access.

Saltwater fisheries management gave commercial fishing companies interests far higher ranking than recreational fishing.

“Yet just looking at it economically, recreational fishing stimulates over a billion dollars a year in economic activity.

“The list goes on and on where governments, out of ignorance, have let the public and particularly youngsters down by policies allowing the despoiling of the outdoors,” he says.

“The solution to helping young Kiwis out of their predicament is a recognition of the priceless value of outdoor recreation, whether it be fishing, hunting, tramping or others, to youngsters. Get them out in the fresh air and country.”

However, from once being an outdoorminded, active people, New Zealanders have become sedentary, stressed, uncertain and often lost.

Youth’s values are being corrupted by an obsession with social media, with ugly behavioural patterns of blackmailing and bullying. Social media bullying is a prominent factor worldwide in teenage suicides.

“Get them to put aside this addiction to technology and get back to basics based around the outdoors,” he says.

Andi says governments have failed to appreciate the value of outdoor recreation with its physical activity and mental benefits, that built confidence and self-esteem in young people.

He says a Horizon survey several years ago showed fishing to have five times more participants than rugby.

Yet government, society and media gave far more attention to rugby than outdoor recreation such as fishing.

2020 2020

BRIAN | 027 573 6766 | TUIRIDGEPARK.CO.NZ | SALES@TUIRIDGEPARK.CO.NZ www.principalstoday.co.nz Term 1, 2020 | 31

Working Space | EOTC

Getting active while it’s warm There is no better way to celebrate the sunshine, the warmth and the longer days than by getting outdoors.

While the quintessential kiwi summer involves as much relaxing as activity, many people are keen to maintain or improve their exercise levels and fitness over the summer months.

A winning combination? Combining the great outdoors with exercise and trying one of the many options available for activity.

Research has shown that exercising outdoors contributes to preventing boredom, and maintaining motivation, and has a ‘feel good’ aspect to it, with participants enjoying nature while getting that endorphin kick.

The easiest way to get moving is to don a pair of comfy shoes and head to the hill. It’s free, within reach of even city dwellers, and doesn’t require skill

or experience (depending on your choice of track).

It’s important to remember when heading out that you start off easy to make sure you are warmed up, and pack items such as a jacket, water and healthy snacks to keep you going for longer walks.

Many local and regional councils have a section on their websites with local walking and hiking routes so head there is you need inspiration in your area.

For those who like more structured exercise options, there is no shortage of programmed choices through local REPs Registered Exercise Professionals and facilities.

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

Camp Raglan

is a beautiful campsite situated on the bush-clad slopes of Mt Karioi and has breath taking, panoramic views of the Tasman Sea and beach. It’s a 7-minute drive from the artsy Raglan township where you can visit the many artisan shops or grab an amazing cup of coffee! It is a great place to get away from it all and do everything or nothing!

Our camp activities include: Where Friends and Memories are Made

Paintball, climbing wall, low ropes course, team building activities, confidence course, swimming pool, archery, air-rifles, orienteering, flying fox, table tennis, BMX bikes, volleyball, trampoline, a developed playground area, beach and bush walks, a 6-person hammock, a camping area on a stream edge, sports playing field, and a large gymnasium.

Camp Raglan

has been developed to cater for a wide variety of groups, which include Primary, Intermediate and High Schools with endless scope for learning activities. This includes bush, small stream studies, inner harbour and ocean beach studies, farm and small town studies, just to name a few.

Sleeping Accommodation is essentially under one roof, which provides easy and secure supervision. There is also, on-site, 5 twin rooms and a double room available in Bethel House.

Camp Raglan

has a resident cook who provides excellent meals, and with prior arrangements and a small additional fee, special dietary needs such as DF, GF, and Vegetarian, can be catered.

At Camp Raglan,we aim to provide a service and facility that will enrich and enhance your outdoor educational programme. If you have never been to Camp Raglan we warmly invite you to visit our facilities.

Camp Hosts: Marty and Cathy Truman Ph: (07) 825 8068 Email: campraglan@cbm.org.nz Website: www.cbm.org.nz 2018.indd www.principalstoday.co.nz 1 32Principals | Term today 1, 2020

13/06/2018 1:59:46 p.m.

Working Space | EOTC

Small group training Often referred to as boot camps, small group training in the outdoors has a number of benefits. While some will be high intensity with a military style feel, many more are targeted at those newer to exercise or who prefer a more relaxed workout.

It is important to make sure your session is operated by someone with the right education, has plenty of experience, and who is able to offer you encouragement during and between sessions.

Some things to consider: • If you are new choose a programme that has ten or less people in it to ensure your trainer can give you the support you need • Talk to the trainer prior to signing up to make sure their training style is the right fit for you.

Sports Whether you like a casual game and get together, or being part of a more competitive team, there are plenty of options for those who like to combine their exercise with sport.

If you are playing irregularly you will need to make sure you engage in other physical activity to keep up your fitness, to get you game ready and to prevent injury.

Many teams have a local gym or exercise facility that they head to for off field work. If your team wants more tailored training, you will be able to hire a trainer to develop a customised session.

Divided between players, it can be a cost effective solution and a fantastic way to build a team spirit.

The outdoors and exercise are a great summer combination, so get out there and get active.

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 www.principalstoday.co.nz Term 1, 2020 | 33

Working Space | Sun Smart

Exploring sun safety Judi Cranston, children’s composer and founder of kindyRock, has written a musical creation simply named the ‘Slip, Slop, Slap and Wrap Song’.

Why teachers will want to use these resources:

It merges her passion for education, fun and cancer prevention in a cool and catchy way. Now, thanks to NZ On Air funding and assisted by the Cancer Society, Judi’s passion is coming to life.

Aimed at early childhood and young primary school children the song is a fun way to encourage Kiwis to make smart choices this summer. It reminds people to be SunSmart even on a cloudy day and to slip, slop, slap and wrap every day.

Judi Cranston and students from Kapanui School in Waikanae practice Slip Slop Slap and Wrap actions.

Recently launched at Kapanui School on the Kapiti Coast, the Cancer Society is promoting the song in local schools and early childhood centres over the country.

This cool little song can be used to include SunSmart messages alongside the Cancer Society’s SunSmart curriculum resources.

The song and claymation video will be shown on Hei Hei TV - a children’s channel that uses mainly New Zealand content.

These resources are designed to engage students and provide useful information for busy teachers. They comprise one unit each for levels 1 to 4 of the New Zealand curriculum.

Here is a link to the song and video from YouTube: https://youtu.be/ MfoBA3cBJSM.

They can be downloaded as a pdf from: www.sunsmartschools.org.nz.

• They are inquiry-based • They are cross-curricula, including health, science, maths, English and te reo • Individual lessons or the whole unit can be taught over the course of the term in all subject areas • The units can be used across different age groups • All four resources are focused on giving students authentic contexts – exploring the sun, the sun’s energy, and health through a science lens • Each unit has a useful planning tool that includes links to the curriculum, assessments, teaching and learning approaches and key concepts • At the beginning of each section, the unit has a detailed table of the curriculum areas that are covered, the achievement objectives for each area, and specific learning outcomes • A themed, inquiry and accelerated learning approach is used so students generate new ideas for themselves and thoroughly absorb the content.

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34 | Term 1, 2020 www.principalstoday.co.nz

• 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.

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Working Space | Sun Smart

Covering up New Zealand has the highest global rates of skin cancer so taking the appropriate steps to protect students and staff from our strong sun is vital.

Are your students protected from excess sun exposure?

Sun protection in schools is important because New Zealand has very high rates of ultraviolet radiation (UVR) and exposure to excessive UVR in childhood and adolescence increases the risk of skin cancer. Sunburn in childhood greatly increases the risk of melanoma.

Skin Cancer is the most common cancer in New Zealand and the incidence rate of melanoma is amongst the highest in the world.

Research shows that Principals play a key role in encouraging the adoption and implementation of sun protection policies.

Why do schools need to provide sun protection?

ERO Health, Safety and Welfare, self audit checklists include “Protection for staff and students from excessive UV radiation exposure”.

The Cancer Society advises that sun protection is required from beginning

of October to end of March especially between 11am and 4pm. Children spend a lot of this time at school, so it is important that every school has an effective sun protection policy for Terms 1 and 4.

How can schools ensure they have effective sun protection policies?

Many schools are joining the Cancer Society’s SunSmart Schools Programme which provides schools with: • Best practice sun protection advice • A sample sun protection policy • A dedicated website with lots of up to date information • Advice from your local Cancer Society health promoter • Accreditation for schools that have effective sun protection policies and practices • When a school becomes SunSmart Accredited it shows parents/ caregivers their school takes sun protection seriously.

Do schools need to meet the criteria before they apply for accreditation?

No, the Cancer Society encourages all primary and intermediate schools to apply for accreditation even if their sun

protection policy is not very well developed. Schools can apply online at www.sunsmartschools.co.nz or by mail.

Who can help my school become accredited?

After your school has applied you will be contacted by your local Cancer Society health promoter who assesses your application, makes recommendations where necessary and can support your school to bring the policy up to accreditation standard.

Why are schools that have caps not able to be accredited?

While, using shade, or rescheduling outside activities, are good ways to reduce exposure, there are many times when children are exposed to high UVR at school, so an effective sun hat is a key form of protection.

Some students are used to wearing caps and sometimes the school is reluctant to change to sun protective hats. This is understandable, as change often meets with resistance.

However, hats required for accreditation are chosen based on research by the Australian Radiation Protection and Nuclear Safety Agency (ARPANSA), which showed caps and many other hats do not adequately protect the face, neck and ears.

These areas are constantly exposed to the sun (unless protected) and generally receive more UVR than other body parts.

Research shows that bucket hats with a deep crown and a brim width of 6cm and broad brimmed hats with a brim of 7.5cm provide good protection For further information, visit: www.sunsmartschools.co.nz.

www.principalstoday.co.nz Term 1, 2020 | 35

Working Space | Swimming Pools

Sorting pool safety

A check list to help prevent drownings Is the latch on the gate to your swimming pool working properly? Are there any parts of the fence small children might crawl under? Checking these and other aspects of a pool is one of the things New Zealanders can do to help children stay safe around swimming pools.

Dr Felicity Dumble, chair of the Health Quality & Safety Commission’s Child and Youth Mortality Review Committee, says pool drownings are highly preventable.

“We encourage everyone to follow some routine fence checks and make sure anything that could allow inadvertent access is repaired.”

Checks and other advice include: • Ensure the gate latch clicks shut automatically. Over time the spring can become less effective. Hold the gate open at varying distances from the lock and check it springs shut and fully latches

• Ensure there are no gaps under the gate when it is closed and there is no part of the fence small children could crawl under (maximum permissible gap between ground and fence/gate is 100mm) • Never prop the gate open • Check the condition of a metal fence.

The joints can become weak due to rust and have been known to come apart with a firm tug

• Check the condition of a timber fence. As the structure ages, the screws and nails can loosen and allow the slats to be removed.

Similarly, the wood can age and weaken, so any rotting sections should be replaced • Always keep moveable objects (such as plastic chairs, bricks or pot plants) well away from the pool area. A child can drag them and then use them to climb over the fence

• Remove any tree branches that could allow a child to gain access to the pool area • Clear toys from the pool area, so it is not tempting for children to go in.

Local councils throughout New Zealand can offer guidance on ensuring your pool meets all the safety regulations.

Further information is available at Water Safety New Zealand: www.watersafety.org.nz.

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36 | Term 1, 2020 www.principalstoday.co.nz

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Working Space | Swimming Pools

Keeping bugs out of the pool 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.

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

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.

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.

“People can become ill by sharing a swimming pool or spa with a person who has had a recent infection and hasn’t fully recovered from the illness.”

Repaint with EPOTEC NT EPOXY 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.

“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,” Dr Pink says.

The key things to remember if you have had a serious gastro bug are: • Stay away from pools and spas for at least two weeks after you feel better • Even if you haven’t been ill, always shower before entering the pool • Report any ‘code browns’ immediately – community pool operators can clean as needed and apply a stronger dose of chlorine to the area to make it safer.

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.

Advise on preparation and repair

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: Standard Plate Count This test looks for the total number of general bacteria, which 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

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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.

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• 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. www.principalstoday.co.nz Term 1, 2020 | 37

Working Space | Sports Turf Management

Agrichemical use –

what are the rules for schools?

The pressure to produce and maintain high quality school sports fields is constantly on the increase with the growing professionalism in all sporting sectors and the success of our national teams.

In addition to sports fields, there is also a need to provide attractive and functional outdoor spaces for student recreation in the form of lawn and garden areas.

However, in order to produce the quality required to support these areas often requires significant chemical inputs in the form of fertilisers and products for pest, weed and disease control.

Use of these chemicals can however be harmful to people, animals and the environment. Hence, there are strict rules around the purchase, storage, use and disposal of these chemicals.

The rules are particularly relevant to school grounds where there are large numbers of people present with potentially sensitive eighbouring properties.

In the context of this article, we are going to refer to the chemicals used on sports fields and school gardens as agrichemicals – which simply put, is “any chemical used for horticultural use”.

So, what are the legalities with agrichemical use?

In December, 2017 significant changes regarding agrichemical use came into effect as part of a wider health and safety regulatory reform, which saw the management of agrichemicals (and other hazardous substances) toxic to humans, coming under the enforcement of Worksafe NZ. As with any piece of NZ legislation the intricacies of compliance are many and varied.

Most importantly, compliance with the legislation requires an intimate understanding of the hazard classifications of the agrichemicals that are being used.

If you are complying with the current legislation and regulations, then you may not need to modify much, but it’s important for all schools to review their processes and update their compliance.

After all, it’s all about keeping people students, teachers and visitors to the school safe around agrichemicals.

38 | Term 1, 2020 www.principalstoday.co.nz

Working Space | Sports Turf Management

Protecting your turf In recent years sand carpet sports fields have moved from stadia, to council fields and now appear in increasing numbers at schools at all levels, from primary to high school.

This is partly driven by rising player and parent expectations of high quality surfaces, and by the increased use on the limited areas available within urban areas for sports fields.

The increased popularity in utilising sand carpet sports fields in schools raises some important issues: Is the school planning and budgeting for appropriate maintenance of the field?

Does the facilities manager at the school know the consequences of under-investment in maintenance?

Do the grounds staff understand the maintenance inputs required and have the skills to effectively manage a sand carpet sports field?

In many instances organisations install sand carpet fields and then little attention is paid to the on-going maintenance.

The sand carpet rapidly declines in performance and is

no longer considered an asset to the organisation.

This is astounding when you consider the investment in an installation can range from $150,000 to $300,000.

What other assets do organisations invest in to this level and then leave without a clear management plan until replacement is required?

It is important to realise sand carpet sports fields are dynamic living systems that undergo significant

DLF Seeds & Science

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DLF Seeds uniquely combines access to the world’s largest research programme in sports turf species, with a world-class plant breeding and testing programme based in New Zealand.

This allows DLF Seeds to test the latest plant material and associated technology, from around the world and decide whether they add value to New Zealand’s unique climates and sports turf surfaces.

At the same time, the New Zealand breeding programme also utilises the best local plant genetics available, often crossing with elite international plants, to produce cultivars that improve playing surfaces in our

conditions. This makes our motto very appropriate, “A world of seed innovation, right here!”.

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changes from the day the construction is completed, throughout the asset’s lifespan to eventual renewal.

It is important that employees responsible for maintenance are fully conversant with the requirements of a sand carpet sports field for the species of grass utilised.

Incorrect practices can greatly accelerate the decline in performance of your investment.

Factors affecting sand carpet performance and lifespan include: • Site • Materials and construction • Amount of use • Pest activity • Rainfall / irrigation • Renovation • Turfgrass species • Maintenance.

Complete groundskeeping services, from gardening and grass mowing to sportsfield construction and maintenance

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• Farmlands have a wealth of knowledge in their Territory Field Officers, who are then supported by a designated Turf Manager from DLF who has over 30 years’ experience in turf.

• Farmlands also supply fertilisers and chemicals to assist with all your turf maintenance and requirements.

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Email: pg@dlfseeds.co.nz Email: ask@farmlands.co.nz www.principalstoday.co.nz Term 1, 2020 | 39

Working Space | Tree Maintenance

Looking after your school’s trees Any time of the year is a good time to be looking at tidying up the outdoor spaces around your school.

As part of this, it is important to remember your responsibility to maintain trees on your school property so they don’t become a hazard to students or neighbours.

As a board of trustees you must maintain trees so they don’t become a hazard to students or to neighbours.

Some trees are protected, and you should talk to your local council before trimming or removing them.

General maintenance Make sure trees are regularly trimmed.

Protected trees Some trees are protected such as:

If they get too big they become costly to look after and difficult to remove.

• Naturally established native trees

Large trees can also be a hazard in high winds, and can block light and affect neighbours.

Trees around swimming pools Trees can also be a health and safety hazard around a swimming pool.

Remove trees close to the swimming pool to:

• Trees with historical, cultural or botanical value • Trees protected on the certificate of title, which might need a resource consent to do anything to them.

• Some councils have general rules around removing trees.

• prevent leaves and branches falling in and contaminating the water, and

Check if a tree is protected Contact your local council or Heritage New Zealand to find out if any trees at the school are protected.

• prevent people trying to jump from the tree into the pool.

Find out what your school is allowed to do before carrying out any work.

Work with protected trees If your school has a protected tree you may need resource consent for activities near it such as: • Excavating or digging • Depositing material close to the tree • Construction work • Putting in pipes or power lines • Storing things under the tree.

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40 | Term 1, 2020 www.principalstoday.co.nz

Although resource consent is probably not needed for maintenance, such as trimming or removing dead branches, it’s best to check first.

If a protected tree needs emergency work to deal with a hazard to people or buildings, such as a damaged branch that may fall, contact your local council to find out what you can do.

If a protected tree needs emergency work to deal with a hazard to people or buildings, such as a damaged branch that may fall, contact your local council to find out what you can do.

Paying for maintaining or removing trees General maintenance work on trees (such as trimming and removing dead branches) must be paid for from your Property Maintenance Grant.

If you have council consent to remove a protected tree, you must also use your PMG funding for this.

You can’t use your 5 Year Agreement (5YA) funding as this is only for capital improvements to buildings and other school facilities.

Talk to your property advisor at your local Ministry office before using any non-PMG funding to deal with trees.

Further guidance on maintaining trees, how to treat protected trees and paying for maintenance is available on the Ministry of Education website: www.education.govt.nz.

Working Space | Tree Maintenance

Environmental efforts pay off The New Zealand Manuka Group is at the top of the Trees That Count leaderboard, thanks to its ongoing efforts to plant native trees.

The Eastern Bay of Plenty-based company is committed to protecting the environment. It has planted nearly nine million trees around the East Cape since 2016, with another 540,000 to come before Christmas.

“Nurturing and sustaining the land is a huge part of the work the New Zealand Mānuka Group does,” says founder Phil Caskey. “From the land we use to the communities we work with and support, everything is done with care and thought to a long and sustainable future.

“We are developing mānuka plantations under long-term, mutually beneficial partnerships with landowners. The owners and guardians of the land allow us to use and cultivate tracts of their fertile land into mānuka plantations specifically for medicinal mānuka oil production.

“Each plantation is developed using and enhancing the skills of local people and is overseen by a dedicated plantation manager who ensures our

mānuka trees grow and flourish over their 20-30-year life,” Phil says.

To ensure the mānuka plantations are sustainable, the group adopts a ‘wholeof-block’ strategy, with approaches to plant trees for shelter, riparian planting, trees for wetland areas and wetland restoration, trees to catch run-off and prevent erosion, trees for bee health and removal of wilding pine (to be replaced with native trees).

The NZ Manuka Group continues to investigate other innovative ways to keep its environmental footprint to a minimum.

Other initiatives include using the hydrosol (waste water) produced on its plantations as an effective natural insecticide and returning residual mulch from oil processing to the land to nurture new plants; raw seaweed is added to the mulch before

spreading, increasing the nutrients provided to the plants.

Trees That Count is an initiative that encourages and helps Kiwis to plant more native trees, to make an impact on climate change and improve our environment.

The conservation charity’s vision is to help plant 200 million native trees across the country, as part of Shane Jones’ ‘one billion trees’ programme.

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Working Space | Fundraising

How to fundraise and promote school events to your community While your school might have the best fundraising idea known to man, if your community doesn’t get behind it, the idea may not get legs at all and remain an idea, rather than a successful fundraising event or campaign.

you will be able to find websites such as Event Finda that list community events for free. As well as this, your local council or region might also have a free community listing for events – so ask around and share your event info left, right and centre with your community.

Chat about it on your local radio station If there is a member of your fundraising committee that is a great public speaker, you can contact local radio stations to see if you can promote your event via a chat with the local radio announcers. Ensure your info is short, sharp and to the point, so it’s easily converted to a radio announcement.

So how do you create fundraising events that are supported by your local community?

The answer is by creating a solid promotions and marketing campaign that stands out from the crowd.

To make your fundraising event as successful as possible and to tap into the support of individuals outside of your school and within the general community, you’re best to consider a combination of communication and marketing ideas to promote your event to the masses.

Here are a few ideas to help you promote your school fundraiser and get the word out throughout the local area.

Focus on word of mouth No one is ever going to know your school is holding a fundraiser unless you let them know, so share a flyer for

the event to friends, work colleagues and family to let them know and to see if they can support.

Post flyers or posters throughout the local area In most communities there are noticeboards outside local supermarkets and in community spaces that allow for posters or flyers to be shown promoting upcoming community events.

Be sure to only erect posters in spaces that are approved, and don’t just put

up posters anywhere, otherwise you could get fined by the local council.

Promote events on social media To promote your school event, set up an event on one of your social media platforms and ask your organising committee and school community to share to their list of friends and colleagues in the local area.

Post details on community websites There is a swag of community websites that share information on your fundraisers. Have a quick search and

Create a media release and send it to local media outlets Whether you want your fundraising event promoted in the print news, local parent networks or even in local parents’ magazine, you will need to present the information in a way that is easily transferable to media outlets and this means a media release.

The media release is a pretty simple tool, and done well can work to generate some invaluable free promotion for your event.

Article kindly supplied by the Fundraise Factory: www.fundraisefactory.com.

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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.

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