Principals Today #128

Issue 128 Term 4 | 2020

Adventure is out there

The multi-faceted benefits of outdoor education

Crunching the numbers

Maths during lockdown proves a testing time

PRINCIPALSTODAY.CO.NZ

WELLBEING BOOSTERS The positive impact of classroom activities

Getting off to a good start Improving early literacy in Kiwi kids

Chewing on the Healthy School Lunches Programme ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

Diving down the online rabbit hole Educating young people about the online environment

Principal | Careers Advisers | HODs | Administration Dept | Board of Trustees | Property Manager | Outdoor Ed Dept | Teachers

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Proudly supplying NZ schools with drinking water systems www.merquip.co.nz | 09 636 0 636 | info@merquip.co.nz www.principalstoday.co.nz Term 4, 2020 | 3

Issue 128 Term 4 | 2020

INFO

28

7 WELLBEING BOOSTERS HEAD OFFICE

AUCKLAND OFFICE

38 Lowe Street Addington Christchurch 8011

Unit 6/3-13 Shortland St, Auckland CBD, Auckland 1010

Adventure is out there

The multi-faceted benefits of outdoor education

Crunching the numbers

Phone: (03) 961 5050 | 0800 555 054 Email: admin@academygroup.co.nz

Maths during lockdown proves a testing time

PRINCIPALSTODAY.CO.NZ

WELLBEING BOOSTERS The positive impacts of classroom activities

MAGAZINES TODAY MANAGEMENT

PRINCIPALSTODAY.CO.NZ

Getting off to a good start Improving early literacy in Kiwi kids

Gary Collins MANAGING DIRECTOR Kylie Palermo GENERAL MANAGER OF OPERATIONS Monice Kruger CHRISTCHURCH SALES MANAGER Jonathon Taylor EDITOR Jarred Shakespeare ART DIRECTOR

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

Contents Copyright 2013 by A-Mark Publishing (NZ) Ltd. All rights reserved. No article or advertisement may be reproduced without written permission.

The positive impact of classroom activities

9 BRIDGING THE GAP

A guide to bridging and foundation courses

10 EMPOWERING PACIFIC LEARNERS

PO Box 1879, Christchurch 8410

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Chewing on the Healthy School Luches Programme The vital role careers advisors play

ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

Diving down the onlines rabbit hole Educating young people about the online environment

An action plan for Pacific education

12 DIVING DOWN THE ONLINE RABBIT HOLE

Educating young people about the online environment

Principal | Careers Advisers | HODs | Administration Dept | Board of Trustees | Property Manager | Outdoor Ed Dept | Teachers

13 GETTING OFF TO A GOOD START

CONTENTS

IDEAS

6 HIGH IMPACT PRACTICES MAKE A REAL DIFFERENCE

How you implement them is totally up to you

Improving early literacy in Kiwi kids

14 WHERE’S THE SCIENCE? Time for a change in teaching literacy

18 CRUNCHING THE NUMBERS

Maths during lockdown proves to be a testing time

Queenstown Primary School principal, Fiona Cavanagh, on how a strong focus on outdoor education and wellness encourages both mental and physical resilience in children

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24 EFFECTIVE CAREERS EDUCATION

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28 CONTACTLESS SCHOOL FUNDRAISERS

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32 MANAGING THE DAMAGE

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36 ASBESTOS IN YOUR SCHOOL

8 ADVENTURE IS OUT THERE

WORKING & learning

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42 STUDENTS ON WORK EXPERIENCE

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News | Viewpoints

High impact practices make a real difference How you implement them is totally up to you

Rob Clarke

CEO of Learning Architects

With so many elements at play - such as vision, values, key competencies, principles and of course the eight learning areas, modern curriculum design is complex. And when you are setting about developing yours, the biggest initial challenge is often figuring out where to start.

innovative approaches to school improvement, which of course, encourages you and your leadership team to be more innovative in the way that you enable this for your staff.

The journey is always different for different settings. Having some simple and effective strategies that help you quickly identify where the gaps are is useful when it comes to making a plan for building your staff capability in terms of reviewing and improving your local curriculum.

Within each of these areas, there will be a plethora of teacher, student, and community practices that can contribute to success. There are also many leadership actions that enable these practices to flourish.

Think about your local curriculum for a moment; what would be the first thing to spring to mind if a PLD facilitator or Ministry official mentions ‘high impact practices’?

Would it be the ability of your teachers to design a curriculum that is connected and compelling for students, or the extent to which your team members inquire into and are able to make improvements to their practices?

Maybe it would be the degree to which your school community intentionally develops strong relationships among your team, with your students and the wider community that enable learning to flourish. And more importantly, what do and could these ‘high-impact’ practices actually look like on the ground in your classrooms and staffroom?

An exciting time for school leaders With the new PLD priorities and supporting documentation in place, in contrast to the very specific nature of the previous priorities, one thing is clear; we are now entering a time where the Ministry is putting a focus on improvement activities that can work right across the New Zealand Curriculum.

This makes it an exciting time for school leaders because you can start looking at improving your school in whichever area you think needs it. Probably just what you signed up for when you started in principalship, right?

Additionally, the high-impact practices below (as defined in the MoE’s guide), will lift your school/kura’s capability to self-improve further. This is particularly inspiring because it allows for more

High-impact practices for designing a quality local curriculum 1. Enabling relationships for learning.

2. Strengthening collaborative inquiry.

3. Building coherent pathways.

4. Providing rich opportunities for learning.

High impact practices enable learner agency In my previous article ‘Nurturing a Culture of Learner Agency’ (Term 3 issue), I explored the connection between learner agency and teacher agency, and these high-impact practices certainly provide scope to further develop teacher agency, therefore creating a more fertile ground for learner agency to grow. But where do you start?

Local curriculum design; three ideas to help you get started The process of curriculum review and redesign can be an inspiring and fulfilling process for everyone involved.

Due to the need to have dialogue with multiple stakeholders, it can also take time. In order to best meet the needs of your staff, I suggest a number of ways to approach this: 1. Map out your approach - creating a one-to-two year plan for reviewing your curriculum is a useful way to ensure that you avoid biting too much off in one go. It also enables you to give each element the time it requires, and plan for the kinds of support you and your team may need. In other words, take a more strategic approach.

2. Take stock - do a high level stocktake to assess which components of your local curriculum are working well, which are not, and which are missing. This can be as simple as facilitating a staff discussion or you might take a more in-depth approach by using a tool such as a SWOT analysis to reveal the opportunities for development.

The type of approach you choose will often depend on how open your team is to critically evaluating the current state of the curriculum.

Even by merely initiating these conversations, you are already on

6 | Term 4, 2020 www.principalstoday.co.nz

the right track toward developing the second high-impact practice – that of strengthening collaborative inquiry!

3. Prioritise what is most important once you have identified the areas to develop, I suggest you rank these in order of importance. One technique that I find works well is to survey staff (and possibly students/parents). Another is to use a decision making matrix.

• Listening and inquiring into reasons behind teaching choices • Helping teachers become more accountable for the evidence they provide that guides their actions • Asking artful questions that challenge thinking and stimulate new ideas • Enabling staff to explore their wonderings and get creative with curriculum design

Once you have determined your starting point, the next step is • This also strengthens a number of to identify the leadership activities aspects of the Education Councils’ you can put in place to support each Educational Leadership Capability of these high-impact practices. These Framework, ‘Building and sustaining might include: collective leadership and professional community’, and ‘Evaluating 1. Enabling relationships for learning - the essence of this practices in relation to outcomes’. area is the degree to which your 3. Building coherent pathways local curriculum honours the this involves creating a journey for aspirations, language, culture and students to progress throughout identity of your entire community. their time at school and beyond.

Remembering that everyone has One effective way to do this is to different perspectives, this can be look at how your vision unfolds for an enlightening process in terms different stages of schooling and of building understanding around the skills, competencies and specific diversity and inclusion. It also experiences students have as they shines a light on the ways in which progress. Leadership actions that teachers are able to design learning underpin this: that takes advantage of local knowledge, traditions, stories and • Utilising your vision as a guiding customs. Leadership actions that tool for evaluating meetings underpin this: • Unpacking the elements of • Ongoing review of student interests, your vision so that the beliefs and feedback on the quality of underpinning each are clear, as student learning well as the practices that move you • Engagement with and involvement toward each component of parents, whānau, iwi, hāpu and • Being clear about how assessment the wider community supports pathways for learners. For • Each of these examples of enabling example, how assessment creates a relationships throughout your picture and pathway for students, school community also tie directly preparing them for the next stage into the Partnerships and networks, • Establishing clear links between Culture and to a lesser extent your feeder schools or ECE centres, Systems areas of practice for the Kiwi and also those you feed into.

Leadership Model. And interestingly, Looking at what is important in they strengthen collaborative their curriculum and creating links inquiry too. between each.

2. Strengthening collaborative 4. Providing rich opportunities for inquiry - is about enabling teacher learning - this is about ensuring agency to help them become your local curriculum is both deep self-improving. The intent behind this aspect of the NZC is to spark and broad. It is also about helping innovation and creativity in teaching design learning experiences that and learning. are richer, more integrated and more meaningful for students.

Over the past 14 years since the Leadership approaches that can NZC was originally published, I underpin this: feel we have forgotten about the • Exploring how curriculum is innovation aspect of teaching integrated, for example by using by linking teaching as inquiry to conceptual curriculum design. appraisal. For me, collaborative inquiry is a creative process focussed • Involving students in the design of on helping practitioners innovate learning experiences, for example, when designing and implementing by driving the contexts for learning. curriculum, as opposed to • Identify creativity, depth of proving their level of competence. thinking and innovation work Leadership actions that underpin this: across your curriculum.

News | In the Classroom

Wellbeing boosters

The positive impact of classroom activities New research shows locally developed wellbeing activities are making a real difference in the lives of Kiwi kids.

Sparklers, an online wellbeing resource for teachers, was created by the All Right? campaign following the Canterbury earthquakes to support child wellbeing. The activities are now used by primary and intermediate school teachers all over New Zealand.

New research has found that Sparklers activities are having a positive impact on students’ social and emotional learning. The activities are helping tamariki manage their emotions, feel good, be kind and build better relationships.

The report, conducted by Ihi Research, comprised of two eight-week long qualitative case studies at Christchurch schools, and a nationwide online survey which was completed by 137 teachers, school leaders and school support staff.

Key results include: • 99% believed Sparklers reduced antisocial behaviours, including bullying • 93% said using Sparklers has helped create an emotionally supportive classroom

• 91% said Sparklers improved the emotional climate in the classroom • 90% agreed that Sparklers has made a positive difference to students • 88% said Sparklers helped to create an inclusive environment for learning • 77% believed Sparklers helped prepare students for learning • 74% said Sparklers helped regulate energy levels in the classroom.

Lead Sparkler Anna Mowat says teachers have embraced the free online toolkit since it was created in 2017.

“We get a lot of great feedback from teachers but this is the first time we’ve had data on the impact it’s having at a national level. The findings have blown us away.

“One of the schools studied on the research said Sparklers helped turn their school around – completely changing the school’s dynamic and culture.”

Teacher Kiri Anngow’s Year 5/6 class at Waimairi School was part of the indepth qualitative research, alongside Lynley Cummack’s new entrant class.

Their students did Sparklers activities at least four times a week, and the impact of activities was measured against classes at Waimairi that didn’t do Sparklers.

“One of the school’s studied on the research said Sparklers helped turn their school around – completely changing the school’s dynamic and culture.”

Kiri Anngow says over 43 percent of children in the intervention group used a Sparklers strategy to ‘resolve difficult situations with friends’.

“The control group didn’t really change much, which was fantastic as it reinforced to us that Sparklers was working,” Lynley says.

Kiri also took notes on three children within the Sparklers group, to monitor their behaviours.

“We noticed their understanding of emotions and the language that they used improved,” Kiri says.

“I think we can honestly say their emotional literacy developed. They were also able to identify the things they needed to do individually when they felt a certain emotion, like anxiety, for example.

“We tried to balance the energising and physical games with the calmer ones, and I would play the energising ones in the morning to prepare them for learning, and then after lunch, I would do things like the body scan, to calm them down,” Kiri says.

Anna says she was pleasantly surprised about how positive Sparklers has been for those who may be struggling or who have behavioural issues.

The research shows that using Sparklers has increased the participation of students with severe behavioural issues in the classroom.

The report also states that Sparklers has the potential to reduce bullying in schools.

“One of the things that makes Sparklers unique is that the activities are for everyone in a classroom, and not just those who have typically required more intensive, one-on-one interventions.

“Over the course of our lives we all face obstacles, and the earlier we learn coping strategies, the better we’re able to respond. Sparklers works as it recognises that we all benefit from learning how to cope with life’s challenges.”

The research was funded by the Mental Health Foundation.

www.principalstoday.co.nz Term 4, 2020 | 7

News | Principal Q&A

Principal Q&A

adventure is out there

By Claire Wright

With easy access to the snowy mountains and surrounding nature, Queenstown Primary School is the perfect locale for any child to set off on adventures.

Principals Today speaks with Queenstown Primary School principal Fiona Cavanagh about how her school, with a strong focus on outdoor education and wellness, encourages both mental and physical resilience in children.

How many students are on the roll?

At Queenstown Primary School we refer to “Nga Hau e Wha” which translates to “People blown in from everywhere meeting here”. This is meaningful to us as we have over 30 nationalities attending our school from all over the world.

New Zealand Kiwis attend as our largest group followed by Japanese, Australian, Brazilian and then Filipino students. A significant number of students and their families have settled in Queenstown for the outdoor lifestyle in an amazing alpine environment and work largely in the service industries.

We currently have 670 students on our roll, which includes eight international students.

What makes Queenstown Primary School unique?

Queenstown Primary School is unique for a number of reasons. During terms one and four our outdoor education programme includes camps to places like Stewart Island and Cecil Peak, tramps up and around mountains, and activities where the students give back to the community.

become extremely resilient and physically capable.

Our school is a five-minute walk from the hustle and bustle of central Queenstown. We are situated below the Skyline gondola and during lesson times, when the students are in class, the shadows from the parapenters jumping off Bob’s Peak catch your eye before they land on our school field.

The Kiwi Birdlife Park is on our boundary, and we can often hear the sounds of native birds and crowds.

Our school is fortunate to have formed close relationships with local businesses who continuously support our events and activities, which is one of our school goals.

How do you make education relevant to your students’ lives?

Each Friday during Terms 1 and 3 every student participates in an activity that excites them. We call this the Development of Talents (DoTs) programme.

Every staff member and a variety of parents host studies that excite them, including stone carving, American culture, Japanese art, gardening, cooking, sewing, creative writing, building and chess to name a few.

Every child is placed in their first choice DoT and are surveyed throughout the year to gauge levels of engagement.

It is an extremely popular programme enjoyed by all.

Most importantly, in relation to caring for our environment, the students participate in an Enviro programme.

We are a silver Enviro school and are preparing to reach gold status.

The community service includes weeding wilding pines from Skyline, weeding and collecting rubbish from Coronet Peak and cleaning up the Wakatipu lakefront. Students are mixed up in year levels 1-8 and placed in Houses – Rata, Kahu, Kawarau and Kowhai.

This works extremely well when the older students get to ‘buddy’ with the younger students, encouraging each other to participate and perform to their potential.

Tell me more about the strong outdoor education aspect of your programme.

Thousands of dollars are raised to support our outdoor programmes via an annual school fair, food sales and an annual quiz night. During Term 2, our Year 1-2 students learn how to ice skate, and in Term 3 our Year 3-8 students participate in a skiing programme up Coronet Peak. Thus, our students 8 | Term 4, 2020 www.principalstoday.co.nz

Most importantly, in relation to caring for our environment, the students participate in an Enviro programme. We are a silver Enviro school and are preparing to reach gold status.

Students have created gardens, worm farms, and recycle stations. Old snowboards have been used to create fences and seats. The students have researched, consulted and problem solved to ensure growth occurs in the Queenstown climate.

The outcome is an improved physical environment for us all to enjoy. Soups, herbs and other culinary delights have been made for students and staff to sample and assess.

Over the past four years, our local curriculum has been developed around a project-based learning (PBL) model where students in Years 1-8 problem solve and learn in authentic settings. PBL underpins our integrated curriculum and is supported by specialist teachers in science, hard materials technology and robotics.

Our intention is to scaffold a common language in all curriculum areas as the students transition across the school.

This style of teaching and learning brings relevance to the students’ lives.

How has education improved or changed since you were a child?

Education has changed for the better since I was a child from many years ago. Rather than being the ‘sage on the stage’, teachers now facilitate the learning by scaffolding students with skills and encouraging them to think creatively.

We are preparing our students with the skills to prepare for a number of jobs that haven’t even been created yet.

Digital technology supports students with the tools to problem solve, and we upgrade these so that they are readily available at all levels.

Positive relationships between teachers and students is vital in raising achievement and our restorative conversations with students has meant we experience mutual respect.

All of these components contribute to developing healthy habits and a high sense of wellbeing in our school.

All stakeholders follow a ‘well place’ strategy that encompasses our school values of care, respect and integrity.

Teachers’ interaction with students are based around the philosophy of being kind, specific and helpful.

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

If I were to be the Minister of Education in another life, I would always place our children at the centre of every decision.

I would target budgets towards bulk funding schools so that principals had the flexibility to use funding that meets the needs of individual schools whether it be staffing, specialised programmes or materials.

We are all unique in our own places with varying issues and degrees of success.

What are your hopes for education in the future?

In the future, I hope for all students to leave the schooling system as effective, happy and articulate adults who are equipped to follow their aspirations and cope with the peaks and troughs of life.

News | Careers

Bridging the gap

A guide to bridging and foundation courses

By Claire Wright

Some students are thinking about doing a polytechnic or university course, but then the realisation sets in – they don’t have enough NCEA credits. Another option for them is taking a bridging or foundation course to meet minimum entry requirements for degree courses.

Below are common questions and answers about how to navigate bridging and foundation courses.

What are bridging and foundation courses?

Bridging and foundation courses can help you prepare for tertiary study if you: • Don’t meet the minimum entry requirements for a tertiary course • Don’t have enough NCEA credits for university entrance or for the course • Are unsure of your ability to cope with tertiary study • Haven’t studied for some time • Want to see what tertiary study is like before you make a financial commitment.

Bridging or foundation courses are held in maths, English, science subjects and health sciences. They can help build up your skills and meet the minimum entry requirements for a degree course.

Many training providers offer foundation courses in essay writing and study and time management skills, which can also give you a feel for a subject.

Some tertiary institutes have foundation year scholarships available, so find out if you are eligible.

Foundation courses are usually a full year of study and are an excellent way to develop good study habits before you start your degree course, even though they don’t count towards your degree.

Preparatory courses Some tertiary institutes provide short introductory courses to help students prepare for academic study.

Preparatory course subjects include English for speakers of other languages, law, chemistry and physics.

Preparatory courses do not count towards degrees or other qualifications but are sometimes available for summer.

Special admission and discretionary entrance to courses Special admission to courses If you are over 20 years of age you may be eligible for special admission to polytechnic or university courses.

Special admission means you are exempt from certain entry criteria.

You can find out if you are eligible by contacting the polytechnic or university you want to attend before applying. Evidence of other study or work skills is often required with your application.

Discretionary entrance If you don’t meet the entry criteria but are under 20 years of age, you may be eligible for discretionary entrance to polytechnic or university courses.

However, you will need evidence of academic achievement.

To gain discretionary entrance you are likely to need a letter of application and a recommendation from your school.

Additional entry requirements Some tertiary courses have additional entry requirements, especially where admission is competitive or restricted – for example, engineering and medicine.

Find out more For all enquiries about eligibility, contact the university or training provider, visit: www.careers.govt.nz/ plan-your-career/act-on-your-careerplans/left-school-without-ncea/ for more information.

www.principalstoday.co.nz Term 4, 2020 | 9

News | Pacific Education

Working together to empower Pacific learners An action plan for Pacific education

By Polly Nichols

On 21 July 2020, the Government made the Action Plan for Pacific Education available to the general public.

In the action plan, it lists various resources that reinforce the philosophies exhibited in the plan and how the Government will support Pacific education in the next 10 years.

There are five fundamental shifts outlined in the action plan which primarily respond to unmet needs in Pacific communities, systemic racism and discrimination in the education system and enabling educational professionals in cultural competency with diverse Pacific learners.

Leading up to the publication of the action plan, Kōrero Mātauranga conducted a number of fono throughout the country to connect with Pacific communities and to understand how to work alongside diverse Pacific communities, what is desired of the Government and the educational system.

A Christchurch fono participant told Kōrero Mātauranga: “Pasifika parents

expect their children to perform and achieve academically without losing their identities, languages and cultures in the process.”

This sentiment was expressed in many fono held throughout New Zealand and is a result of the racism and discrimination experienced in the education system.

Language learning in the education system Along with fono, numerous studies were conducted leading up to the publication of the action plan. In the studies, there are reports of obvious displays of racism like bullying, but there are more subtle ways the education system disadvantages Pacific learners.

In Professor Stephen May’s review of best practices published by the Ministry of Education, it states that additive bilingual programs are more effective than subtractive bilingual programmes like English Second Language (ESL) and Transitional Bilingual (TB) programmes.

Unfortunately, according to the review, the New Zealand education system relies on subtractive bilingual

Image from MOE Facebook

programmes like ESL and TB which favors English over other languages.

Although English is the most widely spoken language in New Zealand, subtractive bilingual programmes undermine Pacific bilingual learners’ efforts by forcing them to choose between languages.

This history of compromising Pacific bilingual learners’ academic success leads to other compromising practices such as having low expectations of Pacific learners and placing Pacific learners in lower stream classes; it’s a history of self-fulfilling prophesy that must be broken.

By creating the action plan, the Government acknowledges that learners shouldn’t have to choose between academic success and cultural expression. This is because the whole learner should be acknowledged for the success of everyone involved in his or her learning.

Acknowledging Pacific values, the Government encourages schools to integrate Pacific histories, cultures and languages into school curriculum.

However, this is difficult to do if you’re an educator unfamiliar with Pacific cultures.

Leading Pacific learners to academic success One reason why the action plan is made up of shifts rather than changes is because the plan utilises previous resources such as Tapasā. Published in 2018, Tapasā was created to support educators in their pursuit of a better understanding of Pacific cultures.

In the introduction of the framework it reads, “Here, Tapasā serves a twin purpose of being a guide for teachers as they navigate their own journey of becoming more culturally aware and competent, and as a symbol of the learning pathway that Pacific learners’ and their families undertake.”

One of the shifts in the action plan involves retaining and recruiting leaders and educational professionals of diverse Pacific heritages. The action plan suggests that if Tapasā is the compass then educational professionals of Pacific heritage are the navigators and role models for Pacific

10 | Term 4, 2020 www.principalstoday.co.nz

An upcoming professional development opportunity to further your understanding of Pacific education strategies includes “Making Sense of Tapasā”.

The online webinar will take place on 3 November 2020.

Check out the Education Gazette to find more professional development

learners and non-Pacific educational professionals.

Collaboration between Pacific families and educators Similar to how the Ministry of Education conducted fono to uncover the unmet desires of Pacific communities, schools, Pacific communities and families must pursue and maintain relationships with one another.

A key component to establishing and maintaining any relationship is having consistent, intentional and open conversation. In order to bridge the communication gap between families and places of learning, the action plan provides templates and resources for all parties to initiate and maintain relationships.

In the action plan, one of the templates poses this question to places of learning: “In Pacific learners’ own words and in the words of their families and communities, what needs to change?”

A similar question is posed to Pacific families and communities, except it reads, “What do we want to start doing and what do we need to be able to do this?”

At first glance, these questions seem simple. Nonetheless, these questions suggest that many needs can be met as a result of reciprocal relationships between all parties. Healthy, thriving relationships are fundamental to the success of Pacific learners.

Information kindly provided by the Ministry of Education, view at: www.education.govt.nz www.pasifika.tki.org.nz www.educationcounts.govt.nz

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News | Health & Wellbeing

Diving down the online rabbit hole Secondary school is often thought of as being the springboard to life. It is seen as a safe environment that provides our young people with controlled learning opportunities as they move between child- and adulthood.

Yet how much control can our schools be expected to have over students as they start exploring the nebulous rabbit-warren of the internet?

“Young people today are growing up in a really tricky time,” says Rotorua Mates & Dates co-ordinator Femke Hilbink.

“Everything is available online now, including some extreme forms of entertainment – everything

from dating to sexting and porn, cyberbullying, catfishing, doxing.

“You name it; the options are all there on the internet. And with Covid lockdowns requiring more learning online, we can expect our young people to have even more opportunity to dive deeper into the online ‘underworld’.”

However, there can be serious consequences to young people’s involvement with the internet that often only become apparent over time when something goes seriously wrong.

“Young people’s brains are still developing,” Femke says. “On one level, they might know that something is a bad idea, but they will still let their impulses take over – and, in the online environment, that can be a disaster.

“Even at the basic level, one silly photo, one sharp retort posted online, and relationships can be in tatters or future career choices can be in jeopardy.”

In February this year, Netsafe released its second report, Ngā Taiohi Matihiko o Aotearoa – New Zealand Kids Online,

One-quarter of the 2,061 children who took part in the study said they had been bothered or upset by something that happened online in the last year.

Jules Reilly, head of Health at Tarawera High School agrees. “We really look forward to the Mates & Dates sessions.

They bring a different climate to the classroom. The level of engagement is awesome, and the Mates & Dates facilitators are known and trusted in the school. That’s really important for our tamariki.

Nearly half of teenage respondents said they had been exposed to some form of potentially harmful online content, such as violent images or hateful or self-harm content.

“The students listen to what these facilitators are saying and the options they present for dealing with negative stuff in the many different kinds of relationships the students will form.

54 percent of respondents aged 15 to 17 years said they had had internet contact with someone they had never met face to face before, and 18 percent of 15- to 17-year-old respondents had had face-to-face contact with a person they first got to know on the internet.

“As I see it, the more positive adults we can put along students’ pathway, the better chance there is of the students navigating healthy outcomes.”

from its Global Kids Online study. The report has some important insights into New Zealand children aged nine to 17 years and their experiences of online risk and harm.

11 percent of respondents turned to no one for help after an upsetting online incident.

Schools may not be able to prevent their students experiencing upsetting online incidents, but they can offer support and learning that will prepare their young people for challenges that can present in the online environment.

ACC’s Mates & Dates programme seeks to reduce the stigma many young people feel around asking for help.

It works to reinforce the message that it’s OK to get support when things go wrong.

“By teaching our young people this message, we can reduce the impacts of a traumatic event,” Femke says.

“We can set up young people well by helping them learn how to have open, honest discussions with their friends, teachers and later on work colleagues and partners about things that are bothering them and how to reach out for support when they face challenges.

It is a step towards creating a culture of open, respectful communication.”

12 | Term 4, 2020 www.principalstoday.co.nz

As Femke explains, “Our team comes into a school and spends five sessions with the students. Over that time, we build a rapport. We’re one step removed, so often, the students find it easier to talk with us than with their teachers.

“Plus many of our facilitators are younger. They present positive role models for the students, and many students feel they can relate to these younger facilitators and open up to them. We talk with students about building healthy, safe relationships – both in the flesh and online.

“We talk about consent in the online environment and ways of dealing with peer pressures and online bullying. We also have an anonymous questions box that students can use when they can’t quite bring themselves to articulate those strange, scary, uncomfortable situations they are facing.”

Learning about healthy relationships and ways to cope with trauma can have an important impact on a young person’s ongoing mental health and life choices. Schools don’t need to follow their students down the online rabbit hole;,but they can be there to provide a light at the end of the tunnel.

News| Early Literacy

Getting off to a good start Improving early literacy in Kiwi kids

approach on strong research evidence connecting early literacy and learning success.

A new research project involving nearly 600 preschoolers from Canterbury and Central Otago is aiming to improve Kiwi kids’ early literacy development.

“A positive early start to literacy for all children is fundamental to reducing current education and health inequities”

Developing early literacy skills makes it easier for children to learn to read.

Children who enter school with these skills have an advantage that carries with them throughout their school years and into success and prosperity in adult life.

The new research project will focus on enhancing the ability of early childhood teachers to build children’s skills in oral language development, which is a key precursor to successful transition to school and also underpins children’s social development and resilience, and their ability to connect with others.

The approach, named Words Can POP, focuses on children’s word learning or vocabulary growth, quality conversations to extend children’s oral language skills, phonological awareness, oral narrative skills, and print awareness knowledge.

Children’s growth in language, selfregulation and emerging literacy skills will be monitored throughout the project, which will follow children into their first year of school.

- Professor Gail Gillon

The need to improve the way oral language skills are supported in New Zealand early childhood education is a recognised national issue.

have formed a partnership with Kidsfirst Kindergartens to help teachers build children’s oral language development and self-regulation.

The Better Start National Science Challenge Successful Learning team, based at the University of Canterbury Child Well-being Research Institute,

Twenty-four early childhood centres in Canterbury and three in Central Otago are taking part, involving 583 children aged three and four years

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The impact of the approach on teacher knowledge and teacher practice, alongside whānau perception regarding the acceptability and usefulness of the approach, will also be tracked.

old. Whānau engagement will be key to help ensure that strategies used in the early childhood centre environment can also be used at home.

The co-lead investigators for the research project, Professor Gail Gillon and Associate Professor Brigid McNeill from the University of Canterbury, have based the new oral language

It is expected that by enhancing young children’s oral language development in areas critical for literacy success during the early childhood period that they will experience more successful early literacy experiences once they begin school.

“A positive early start to literacy for all children is fundamental to reducing current education and health inequities,” Gail says.

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News| Learning

Where’s the science?

Time for a change in teaching literacy SPELD NZ is calling for a sea change in the way literacy is taught in New Zealand schools.

The Ministry of Education’s chief scientific advisor recently had a golden opportunity to recommend evidencebased programmes that reflect the ‘science of reading’.

SPELD NZ believes these programmes are essential to turn around New Zealand’s declining literacy levels, saying that The Literacy Landscape in Aotearoa NZ report failed to address the well-established science.

SPELD NZ says teachers in Aotearoa New Zealand, as in many parts of the world, are not well prepared for the teaching of literacy, and most graduate and in-service teachers lack current knowledge and understanding of the process of learning to read and write.

Many schools are now looking to private providers for professional development in evidence-based, structured literacy programmes.

Meanwhile parents of children with learning difficulties often have to go outside the school system for

specialised, user-pays literacy support, says the organisation.

“This is an inequitable situation, as only those with access and the financial means can benefit from this critical help. This creates huge distress for families – something SPELD NZ deals with on a daily basis,” it says.

“It is now 13 years since the Ministry of Education officially recognised dyslexia exists. Sadly, since then little has changed in the classroom for children who struggle to read.”

SPELD NZ was concerned to see The Literacy Landscape in Aotearoa NZ continues to emphasise Reading Recovery.

“Reading Recovery does not effectively diagnose or address gaps in reading knowledge. It is an historical intervention which is not grounded in science.

“SPELD NZ professionals work with many students who, despite completing the Reading Recovery intervention, are unable to decode words without guessing. These students have not been taught effective strategies to support rapid, accurate, and effortless word reading.”

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.

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

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.

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.

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We still have the heart of the BERNINA machine that teachers have loved and trusted for decades, but a brain that 14 | Term 4, 2020 www.principalstoday.co.nz

is advanced enough to keep students engaged during class.

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

News| Learning

As a not-for-profit charity, SPELD NZ has spent nearly 50 years advocating for a greater emphasis on teaching decoding and encoding skills to all learners, particularly those with dyslexia and other specific learning disabilities (SLD). SLD impacts on all aspects of learning.

“Reading Recovery does not effectively diagnose or address gaps in reading knowledge. It is an historical intervention which is not grounded in science.

When there is a lack of understanding by teachers and those in senior management roles, the student’s ability to reach his/her true potential is severely limited across the curriculum.

SPELD NZ would like to see: • Early, reliable, evidence-based identification and intervention for literacy difficulties

and systematic phonological based programme in their early years of education. This needs to continue for those students who find learning basic reading and spelling skills difficult

• All teachers in training develop in-depth knowledge about the Science of Reading including implementation of structured literacy practices • All in-service primary teachers provided with compulsory professional development about the Science of Reading including implementation of structured literacy practices • All schools (Years 1 – 13) employ a literacy specialist trained (theory and practical) in the Science of Reading • Structured, explicit literacy teaching embedded in all levels of education including teacher training

• All English curriculum teachers have comprehensive knowledge and understanding about the Science of Reading • All schools and all educators recognise the impact low literacy has on all areas of an individual’s life, and that they take responsibility to provide evidence-based and relevant intervention programmes in order to remove any barriers to learning.

It is essential that the teaching of literacy in New Zealand: • Recognises that English is written according to a sound code. The teaching of decoding and encoding skills needs to focus on the sounds in language and the ability to connect sounds to written text • Acknowledges that all students need and benefit from a structured

• Highlights the importance of word level reading and writing as well as comprehension and written expression. All elements need direct and systematic teaching throughout all levels of education • Takes responsibility for literacy education regardless of students’ varying backgrounds and differing levels of preparedness for learning.

For more information, visit: www.speld.org.nz.

Need help with an education law problem?

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We act for all schools, including state, state integrated, kura kaupapa Maori and private schools.

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educationlaw.co.nz www.principalstoday.co.nz Term 4, 2020 | 15

News | Technology

AI in the classroom

The country’s first AI curriculum for Year 8 students From Google Maps to Siri and Alexa, and even Netflix’s recommendations for your next binge watch, Artificial Intelligence (AI) is all around us.

Seeing the rapid growth of AI technology prompted Selwyn House School Principal, Dr Lyn Bird, to create the country’s first AI curriculum for Year 8 students.

“With a technology that is developing as rapidly as this, I think it is crucial that we give our future workforce an understanding of the opportunities and risks that this technology brings.

“As far as we are aware, there is no other AI curriculum in the country catering to this age group, and only one or two around the world.

“So, with the help of our Science and Mechatronics teacher, Simon Christie, I began developing our own AI curriculum last year and have introduced it to Year 8 students for the first time this term,” Lyn says.

The AI Curriculum takes the students through subject areas including AI

perception, machine learning, human AI interaction and societal impact.

Simon says the AI course has been well received by the Year 8 students who have been taking part during Term 3.

“AI is something we have touched on in our Mechatronics curriculum already, but having a course dedicated to this particular technology has been fantastic and the understanding that these students are going to walk away with is so important.

“Our Year 8 students now have not only increased knowledge about the current and potential uses of AI, but also a well-developed awareness of the ethical issues surrounding it such as algorithmic bias – an understanding that most adults would not have,” he says.

That is reiterated by Selwyn House student, Honor Forbes: “This is an important thing to know about as it will be a big part of our lives.

People should not take it too lightly because, while it can be really useful by helping to eliminate human errors, such as with self-drive cars, if we are not aware of algorithmic bias then we

completely defeat that purpose. The more people that are aware of those risks, the more chance there is that we will avoid those mistakes, so I think that this is a really important thing to learn about at school.”

“This curriculum is very relevant to today’s students and it is particularly relevant to our ethos here at Selwyn House School, which is all about developing future leaders and good global citizens,” Dr Bird said.

Following its successful introduction, the AI curriculum will become a regular part of Year 8 learning at Selwyn House School.

For further information, please contact Juliet Calder, Communications Coordinator – communications@ selhouse.school.nz; ph: 027 658 5438

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News | Learning at Home

Cruching the numbers Maths during lockdown a testing time Parents’ experiences of helping their children do maths at home during the Covid lockdown varied widely depending on the school.

Maths specialist Dr Lisa Darragh from the University of Auckland’s Faculty of Education and Social Work surveyed 630 parents from around New Zealand on how they found supporting their children’s maths during nearly eight weeks of distance learning.

Questions focused on what went well, what was challenging, the levels of stress in the household and parents’ overall experience of being their children’s de facto maths teacher.

While the particular schools and teachers were anonymous, the wide variation between experiences of children in the same household was surprising, Lisa says.

“It was really clear when the parents had two children in different classes at different schools because they would talk about how the teacher of one child was doing all these Zoom meetings and making great instructional videos, but then for their other child, they

weren’t really getting much contact from the school and were sent inadequate work.”

However, she’s not interested in using the research for “school or teacher bashing”, rather as an indication of what ideas worked well and could be used effectively in the future.

“Teachers were under a lot of stress and it’s not like schools were expecting to have to suddenly provide all their classes online; you’ve got some teachers who are amazing in the classroom, but they weren’t able to suddenly transfer their whole teaching style into that environment.”

Lisa expected schools would turn to online resources for maths, but that wasn’t the case.

“Those who were already using the programmes continued, but typically provided additional activities during lockdown. But we did find that 42 percent of parents looked for their own online maths resources, to supplement resources from the schools; so you could speculate that gives those providers more of a foothold in the market to be making a profit from our education system.”

It was also interesting to discover how well some parents responded to spending as many as four hours a day doing schoolwork at home with their children.

“Some parents really enjoyed the opportunity to actually sit down and do some maths and find out where their child was at. But this also led to them to being suddenly unhappy with the school and realising the child hadn’t been catered for or didn’t seem to know something basic like their times tables.”

In these cases, there was the sense that parents had compared their experiences with their friends and, having ‘chosen’ a particular school for their children, weren’t impressed with that school’s management of distance learning – nor with its maths teaching in general.

“Parents may have felt they’d ‘invested’ in the wrong school and made the wrong choice.”

The highly competitive and inequitable education system that has evolved in New Zealand since the 1980s was simply brought into sharper relief during lockdown, Lisa believes.

Maths specialist Dr Lisa Darragh

“We’re meant to all be in this together, we’re a “team of five million” but educationally we weren’t a team during those weeks; there were large differences between schools and some were able to turn on a dime and provide these great activities, but I doubt they were shared with other schools.”

An assumption of the research was that parents would be under stress so this would affect their experience of home teaching, but that didn’t turn out to be the case.

“Alongside other questions, we gave them a ‘stress questionnaire’ which revealed that most were not feeling stressed in general, but still had negative experiences of homeschooling maths, so you could argue there was something instrinsically negative about that experience.”

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News | In the Office

Contactless payments and trouble-free food Food at school has become a hot topic with the upcoming launch of an expanded national school lunch scheme.

Combine that with the challenges of COVID-19 that have pushed schools rapidly online for both payments and refunds and you’ll see why Principals Today decided to take a closer look at New Zealand’s first online ‘one stop shop’ for schools.

Principal Pene Abbie

We track the development of Kindo from an online school lunch solution to a comprehensive school payments system used by 330 schools, handling over 800,000 items per year.

Twelve years ago, Sandra Finlay came up with the concept of a new kind of school software that enabled parents to order healthy school lunches by connecting schools to fresh food suppliers.

Ezlunch launched in 2010 and subsequent investment in development saw the software become increasingly intuitive and capable of simplifying other school transactions. In consultation with schools, the system underpinning ezlunch was launched as Kindo in 2013.

Kindo offers a cost-effective way for schools to collect donations and attendance dues, sell uniforms and stationery, manage school trip and camp payments, sports subscriptions, permission forms, and fundraisers.

Kindo was the first system to integrate with eTAP and now Edge, Linc-ed Hero and Kamar, delivering a ‘single source of truth’ to keep student details in sync while reducing payment administration.

everything into a single system, so Kindo quickly adopted Little Lunches as an ezlunch supplier.

Vauxhall School, located on Auckland’s North Shore and Paparoa Street School on the outskirts of Christchurch, have followed different paths to the same decision, taking all school payments online using Kindo.

Vauxhall School has 273 students on the roll and has been offering ezlunch to students twice a week for eight years. The primary is a feeder school for nearby Belmont Intermediate and Takapuna Grammar, and all three schools use the Kindo platform for student payments.

Community familiarity with the system made it easy for Vauxhall School to expand beyond ezlunch to introduce Kindo in late 2019.

Shannon McNaughton is both school administrator and parent, so experiences Kindo from both sides of the fence.

“It’s awesome, so easy. Before we started using Kindo for student

“Kindo has done away with all that – it’s a big time saving. With Kindo Payables, all items are coded from the start, reports are summarised, and all we have to do is input the totals into Xero.” payments, we had to print off EFTPOS receipts to be photocopied, coded, and filed.

“We were using the finance component from our current Student Management System and every time someone paid, I had to go into each item manually.

“Kindo has done away with all that – it’s a big time saving. With Kindo Payables, all items are coded from the start, reports are summarised, and all we have to do is input the totals into Xero.”

On ezlunch days, Shannon gets a list of orders and the lunches arrive, labelled and ready to distribute.

“We also use Kindo to run regular fundraisers like Jesters Pie days,” she explains. “It takes me less than five minutes to set up an event on Kindo and send out a link in our newsletter – over 80 percent of students participated last term with zero parent help required.”

When asked what she would say to other schools, Shannon McNaughton does not hesitate: “Just get it – from a paperwork and admin perspective Kindo takes away all the pressure.”

Kindo and ezlunch were introduced at Paparoa Street School at the beginning of 2020. With no prior knowledge of either service, the school invested time to bring the PTA, office staff, accounts and Principal, Pene Abbie, together for an initial meeting.

PTA Chairperson, Niki Franklin took on school lunches as part of her role this year and directly manages ezlunch.

“Ezlunch is very flexible and Kindo offers lots of other opportunities for the PTA to set up ticket sales and fundraisers,” she says. “We’re excited by the simplicity. We ran a free sausage sizzle with registrations on Kindo to get parents up and running on the system.

It all worked very well.

“No-one has cash anymore so it’s great to be able to operate in a way that suits our community. The best thing about Kindo is the ease of adding items to sell, whether it’s a fundraising event or a product.”

Camille Lamond, office administrator at Paparoa Primary, found Kindo relatively straightforward.

“I was a little nervous at first, but we’ve already got most of our parents using Kindo. Kindo Payables is easy. You can send out invoice items to an individual class or year and set up groups for particular payments like sports team transport. It has really cut down the fiddly admin side of my work.”

With her newly discovered free time, Camille has been able to embark on some personal development and is enjoying working in new areas.

Leaving the last word to the two Principals, Pene Abbie, Principal at Paparoa Street Primary says the most important benefit has been parents’ ease of access to payments.

“The clear win for us has been our parents’ ability to obtain the things they need for their children within the school environment and the individualisation enabled by Kindo.

We saw an initial impact on the collection of donations and other payments - Covid has changed that but the potential is definitely there.”

Gary Lawrence from Vauxhall School says, “We’re pleased that we’ve gone down the path of having all payments and fees in one place. Kindo makes it easy to raise funds through community events — this means we can reinvest those funds back into the classroom, providing more learning The school was already using a local lunch provider and wanted to take assistant hours.” www.principalstoday.co.nz Term 4, 2020 | 19

Learning Space | Healthy School Lunches

Fuel for learning Around one in five New Zealand children live in households that struggle to put enough good-quality food on the table. In our most disadvantaged communities, 40 percent of parents run out of food sometimes or often.

Research indicates that reducing food insecurity for children and young people: • Improves wellbeing • Supports child development and learning • Improves learners’ levels of concentration, behaviour and school achievement • Reduces financial hardship amongst families • Addresses barriers to children’s participation in education and promotes attendance at school • Boosts learners’ overall health.

Regular nutritious food is vital for children’s physical, mental and educational development. It affects their ability to focus, concentrate and learn.

The Free and Healthy School Lunches programme is one of more than 75 initiatives in the Programme of Action that supports the Child and Youth Wellbeing Strategy.

About the pilot programme In 2019, the Government introduced a two-year pilot programme to explore the impacts of delivering a free and healthy daily school lunch to Year 1 to 8 (primary and intermediate aged) students in schools with high levels of disadvantage.

The programme is targeted at schools and kura where students are facing the 25 percent highest level of disadvantage.

Around 8,000 learners in 42 schools across Bay of Plenty/Waiariki and Hawke’s Bay/Tairāwhiti have been getting a free school lunch since the programme began in Term 1 2020.

Over 3,000 students in 18 schools and kura across Otago and Southland joined the programme in Terms 2 and 3.

By July 2020, over 600,000 school lunches have been served in 60 schools to around 13,000 students.

Budget 2019 allocated around $44.4 million for the two-year programme between now and the end of 2021.

School selection The programme is targeted at schools and kura where students are facing the 25 percent highest level of disadvantage and socioeconomic barriers.

locations, with different roll sizes and with a variety of relationships to existing food programmes were invited to ensure we learn as much as possible about providing lunches in different school types, locations and facilities.

A range of factors that affect access to education, wellbeing and achievement are taken into account when selecting schools and kura to take part in the school lunches programme.

For schools invited as part of the expanded programme in response to COVID-19, additional information about the impact of COVID-19 on communities will be taken into consideration.

This includes community characteristics and variables prevalent in children’s lives such as family circumstances, income and number of school changes.

Ministry staff working directly with the schools and kura also provide qualitative insights based on their understanding of the needs and character of the school.

In addition, schools and kura are invited based on geographic clustering to ensure that those in close proximity are all part of the programme. This is to reduce the likelihood of students moving between schools to access lunches.

For the first stages of the initiative across three regions (Bay of Plenty/ Waiariki, Hawke’s Bay/Tairāwhiti and Otago/Southland, a mix of schools and kura in urban, rural and isolated

Budget 2020: expanding the programme in response to COVID-19 A major expansion of the free and healthy school lunch programme to around 200,000 Year 1 to 13 students including secondary schools was announced in Budget 2020.

The expanded programme is funded through the Government’s COVID-19 Response and Recovery Fund. $216.7 million in operating and $3.9 million in capital expenditure has been allocated over the next two years.

By Term 3, 2021 the expansion of the programme will mean that around 200,000 Year 1-13 students will receive a lunch in the 25 percent of schools with the highest disadvantage.

With the programme already underway in Bay of Plenty/Waiariki and Hawke’s Bay/Tairāwhiti, we are taking

Something for every school ezlunch, one of New Zealand’s first online school lunch platforms, now delivers so much more than healthy, accessible lunches to over 320 schools across the country.

In line with the company vision of ‘simplifying school life’, when schools wanted to use the ezlunch platform to handle all student payments, it was further developed into Kindo.

Kindo is a user-friendly online school payments solution that works with Student Management Systems and offers payment requests and online shopping (including ezlunch) to give parents a single place to pay for everything.

Whether you want to offer healthy, cash-free, admin-light school lunches or your school is looking at streamlining student payments and fundraising, this platform offers a real step forward.

Healthy food, no hassles

Fundraising with lunch?

As the name implies, ezlunch started with a mission to make healthy school lunches easy. Working with local cafes and caterers, families can order freshly prepared lunches for their children online or via their phone app up to 9am on the day of delivery. For schools, ezlunch completely removes the hassle of missing orders, extra admin, and cash handling. Our team can work with your existing lunch supplier to create cash-free, paperless, and hassle-free deliveries of the food your students love.

Fundraising is becoming an increasingly strong focus for Kindo now with ezlunch rebates, DIY Kindo fundraisers (sausage sizzles, item sales, pie days), easy ready-made affiliate fundraisers and more. And the platform is not just for larger schools, Shannon McNaughton, administrator at Vauxhall School in Devonport, wouldn’t be without ezlunch and Kindo: “I would say to other small schools, ‘Just get it!’ I’ve got much more time to spend with the children now.”

So, whether you need easy healthy lunches, admin-free fundraisers, or seamless school payments, talk to the team at ezlunch and Kindo.

20 | Term 4, 2020 www.principalstoday.co.nz

0508 4KINDO 09-869 5200

Learning Space | Healthy School Lunches

advantage of established processes in these regions to include additional schools and kura as part of expanded programme.

This initiative will help cushion the blow of COVID-19 impacts on students living in already socio-economically disadvantaged households which may now be experiencing heightened financial stress, job and income losses at home which can interfere with learning and wellbeing.

Expanding the school lunch programme is also expected to support job creation and economic recovery from the COVID-19 pandemic.

Implementation Implementation is regionally focused, taking a local community approach, and working directly with eligible schools.

Schools, kura and communities are best placed to understand what their children need. Each school/kura will decide what is provided and how.

Schools and kura will be responsible for deciding whether they deliver lunches themselves or outsource to an external supplier.

Schools and kura may prepare lunches using existing school facilities, where these are available and where they meet health and hygiene standards.

Schools and kura providing their own lunches will have operational responsibilities for providing lunch, including meeting guidelines for health, nutrition, dietary and religious requirements; food safety and waste management.

Schools and kura providing their own lunches will need access to a kitchen that has been approved by the Ministry for Primary Industries (MPI), has enough capacity to make lunches for all eligible students, and has appropriate preparation and storage facilities.

The Ministry is working with MPI to provide a food safety plan to assist schools. This will include assessing facilities to see if they meet food preparation and safety requirements.

External lunch suppliers to schools The Ministry run an open tender process for schools and kura that choose to outsource to select external suppliers.

Schools and kura will be able to select from a panel of suppliers via the Government Electronic Tender Service (GETS) platform that have met minimum standards of food hygiene, waste management and food preparation.

There are a range of supplier models depending on what works best for each school, e.g. a single supplier, a mix of suppliers, one or more suppliers could be contracted of behalf of a group of schools and kura.

students. School rolls range from approximately six to 2,000 children • Have a registered and verified Food Control Plan in accordance with the Food Act 2014 • understand and be able to provide a lunch that meets (or exceeds) the Ministry of Health nutritional requirements • Be able to produce different lunch portion sizes to cater for different age groups • Have a minimum public liability insurance of $1 million • Pay staff predominantly and directly working on school lunch preparation or distribution an hourly rate of at least $22.10 per hour.

Any supplier can register on the Government Electronic Tendering System (GETS) and go through a similar procurement process to an “all of government” contract model.

This includes local businesses, cafés, community organisations or marae.

Local suppliers already known to schools and kura are encouraged to register.

The Ministry has direct contractual relationships with these panel suppliers and manages matters like invoicing, payments or any financial risks. The Ministry monitors the quality of food and service to schools and kura and ensures all legislative requirements are up to date.

vegetable sticks, dips, salads, soups, and hot lunches. Menus may also change from term to term to reflect available fresh produce and the season, and any feedback from schools, kura and students.

Food safety Those schools who decide to provide their own lunches will be responsible for any employment and training requirements.

Staff processing food must: • Comply with the Food Act 2014 • Be aware of allergies and allergens.

The Ministry for Primary Industries (MPI) has been involved to ensure standards for food safety and hygiene in schools and kura have been developed through a Food Control Plan. MPI has also provided schools with appropriate guidance and support.

Waste management • Schools and kura providing their own lunches will be encouraged to move towards a zero waste policy.

• Schools and kura will be encouraged to minimise packaging and reduce the use of plastic food wrap and single use cutlery and tableware.

• Schools and kura will be required to reduce food wastage through

menu planning, stock management, and use of leftovers if it can be done safely.

• Schools and kura will need a plan to deal effectively with food wastage e.g. composting.

Evaluation of the programme The Ministry will be evaluating the programme as it rolls out.

This means working with schools and suppliers to test different ways of delivering nutritious, safe and appealing lunches, and to adapt and refine approaches.

We will continue supporting schools to design, implement and evaluate different approaches to providing free lunches to students. This will help us understand what works best in different situations, and improve the programme as we go.

We will evaluate the results before providing recommendations to Government about the programme’s continuity beyond the end of 2021.

Early feedback has so far been positive with principals reporting improved attendance, behaviour and focus in the classroom.

Article kindly provided by the Ministry of Education: www.education.govt.nz.

Schools will have the operational dayto-day relationship with their supplier so they can make decisions that are right for their students. e.g. adapt menus, student numbers, delivery times and requirements.

Health and nutrition It is important that lunches are healthy and nutritious.

The Ministry has worked closely with the Ministry of Health to establish guidelines for healthy and nutritious lunches. District Health Boards have offered their support and some schools have also taken guidance from nutritionists.

There is no set lunch. Schools and kura and suppliers will decide what works best for them and what is provided and how. What will be included will depend on a number of factors such as the chosen supplier, what catering facilities, if any, the school has, the number of eligible students, and a school’s distance from the chosen supplier.

Suppliers and those schools and kura who decide to provide their own lunches will also need to understand the Ministry of Health’s health and nutrition guidelines.

Pre-qualified suppliers must meet minimum standards for food hygiene, waste management and food preparation. Successful suppliers must:

Schools, kura and suppliers are using the Ministry of Health’s nutrition guidelines to help develop their menus. This includes offering foods from the four main food groups (vegetables and fruit, breads and cereals, milk and milk products, and lean meat, chicken, seafood, eggs, legumes, nuts and seeds.

• Have the capability and capacity to deliver to a large number of

A typical weekly menu includes a variety of lunches such as wraps,

After school classes Custom sessions Birthday parties Holiday workshops

team@littlecooks.co.nz

www.littlecooks.co.nz www.principalstoday.co.nz Term 4, 2020 | 21

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22 | Term 4, 2020 www.principalstoday.co.nz

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No child w ill be left un attended a t any time. www.principalstoday.co.nz Term 4, 2020 | 23

Learning Space | Careers Advisors

Effective careers education Careers advisors play a vital role in supporting young people to develop a vision for their future, but rather than funding these positions, many schools are reducing Career Advisor hours. The role is massive and has become increasingly complex, involving many hours outside of school.

According to Careers and Transition Education Association NZ (CATE NZ), more than 50 percent of NZ secondary schools have a ratio of more than one career advisor per 1,500 students.

The ratio is too high, and it becomes impossible to deliver high-quality career education. CATE NZ is looking for support from senior management to lobby the government for legislation requiring one career advisor per 750 students.

CATE NZ Kaiārahi, Leigh Gray says, “Schools receive a Career Information Grant, but this is not a tagged fund, so it is at the discretion of the school how this is used.

“The Ministry of Education has mandated the need to provide career education and guidance for all students in Year 7 and above. However, the reality is that it looks different in every secondary school, with some providing comprehensive career

education programmes and others having very little.”

Education Minister Chris Hipkins is aware of the inconsistencies and acknowledged the need for reform in his presentation at the 2019 CATE NZ conference, stating, “The quality of career education a student gets should not depend on which school they attend” (CATENZ, 2019).

Senior management support is a key component of effective career education, so support is needed to make it a key priority.

With Covid shaking up the working landscape in ways unforeseen, careers advisors are best equipped to guide New Zealand’s young people not only on career paths but on developing a skill set that allows them to pivot and transition into different jobs.

Leigh says, “Students worry about making the wrong decision and feel the pressure of getting this right.”

Be part of our future Forestry is an important industry, which the government is counting on to boost the economy to recover from COVID-19.

Who are we?

We’re Apprentice Training New Zealand (ATNZ), the country’s largest employer of engineering apprentices.

There’s a whole range of work through the industry. There’s always the need for workers to plant the 100 million tree seedlings to refill harvested forests every year.

We place talented young learners into businesses around the country, to learn their trade through a four-year apprenticeship while earning a wage at the same time – and leading to a lucrative, life-long career.

Like most other forest jobs, it’s done in the great outdoors and you can enjoy the lifestyle and teamwork which that offers.

As the trees grow through to harvesttime, there’s a whole lot more work to be done. There’s pruning and thinning. Inspections for forest health are carried out.

Then, at harvest, all sorts of jobs are there to do. The harvesting itself is increasingly carried out by trained mechanical operators. Log sorting is a particular skill.

ATNZ grows today’s exceptional learners into tomorrow’s engineers - and we need your help

Then truck drivers are needed to take the logs out of the forest. The roads they drive on are complex pieces of engineering, which can often be on steep terrain which must not only take the weight on a number of trucks and their loads, but hold up in intense rainstorms.

Forest operations need to use the same sets of skills and experience other industries need, such as managers, accountants and technicians.

There are qualifications which are specific to forest operations, many of them can be earned onsite, while others are in formal academic classrooms.

Don’t forget either, forests are the main engine we currently have to fight climate change with their ability to absorb carbon.

See more at: www.forestrycareers.nz.

24 | Term 4, 2020 www.principalstoday.co.nz

ATNZ is much more than just recruitment We provide wrap-around support, coaching and mentoring throughout an apprentice’s entire learning journey.

Each apprentice is assigned a dedicated account manager who’s always a call, text or email away and each apprentice is visited by their account manager ten times a year, to ensure their learning is on track and provide guidance and pastoral

care. We set them up with tools and personal protective equipment too.

What makes a potential ATNZ apprentice?

We’re seeking stellar students in maths and English, who have good computer skills, their restricted driver licence (or full), and a passion for engineering, which they show through either school-based learning, or hobbies and home projects, like robotics or rebuilding a car engine.

Most of all, we’re looking for people with a standout attitude, who strive to do well, keep learning and are work-ready.

Send us your stars You (or your students) can contact us on 0800 692 869, email us at info@ atnz.org.nz, or visit www.atnz.org.nz to learn more about the apprenticeships we offer and help us grow the next generation of Kiwi engineers.

Learning Space | Careers Advisors

THE IMPORTANCE OF A COMPREHENSIVE CAREERS EDUCATION COMPONENT From careers.govt.nz Four key points can be drawn from contemporary research and international developments: • Career education is important to human capability building in the 21st century • The contribution of career education to building human capability requires more than imparting information to support job selection • The emphasis in career education must shift to developing the underlying competencies that will enable people to self-manage their careers over the long term • Career education needs to be an integral part of a new education model for the 21st century, not a separate add-on activity.

Students need to understand that this is the first step in their career journey, and it will be normal for students leaving school to change careers several times throughout their lifetime.

Trained and knowledgeable professionals help students develop

According to Careers and Transition Education Association NZ (CATE NZ), more than 50 percent of NZ secondary schools have a ratio of more than one career advisor per 1,500 students. The ratio is too high, and it becomes impossible to deliver high-quality career education.

self-awareness by identifying personal attributes, strengths and values.

COVID-19 has decimated the tourism and hospitality industry, and young people who had initially wanted to go into those fields find themselves filled with more uncertainty than usual.

A paper from Tourism Minister Kelvin Davis about the $400 million tourism recovery package forecasts 92,000 job losses by the end of the year in the tourism sector alone.

Giving young people the opportunities to explore various career options helps them understand what is involved and how they can achieve these pathways.

In these challenging times, careers advisors can guide students on developing skill sets and making decisions based on the current labour market.

Having a robust careers programme results in better engagement and enables students to connect with their learning, giving school relevance and purpose.

“Skills are transferrable, and while you might want to get into tourism or hospitality, it may be that you need to work in another sector to develop these skills, so you are ready when the

industry opens up again,” Leigh says.

The career decisions students face when leaving school impact not just themselves but the wider community. The value of effective career development has been acknowledged through individual, economic, and macroeconomic benefits. Implementing effective career development practice is essential in preparing secondary students for their transition from school.

With the changing world of work and uncertainty about the future, careers advisors need a sufficient time allocation to guide and support young people to map their pathway.

For more information about Careers and Transition Education Association NZ, visit www.cate.co.nz

Launched less than two years ago, MyMahi has now been adopted in over half of all secondary schools.

In the last few years, schools have recognised the importance of providing more holistic support for students, often in the form of extended teacher to student group mentoring time.

MyMahi’s attraction to school leaders is that it meets this requirement while also supporting student ownership and self-management.

MyMahi is student-led, filled with aspirational content, focused on the big picture and is considered a cuttingedge education tool.

Unlike other tools that deal with singular aspects, such as student assessment, or parent and whānau engagement or support for teachers, MyMahi enables students and rangatahi to take the lead on their learning, wellbeing and future pathways while engaging more with their whānau, teachers and kaiārahi. This is all while

being connected to future learning and employment opportunities.

The MyMahi platform is free for students and for schools. The MyMahi teacher mentor dashboard is underpinned by 90 lesson plans for Years 7 to 13 covering a range of topics including learning, wellbeing, reflections, goal setting, getting organised, the environment, workreadiness and money.

For more information go to mymahi.co.nz or contact kiaora@mymahi.co.nz

KICK-START YOUR CAREER

STUDY @ SIT Campuses in Invercargill, Gore, Queenstown & Christchurch SIT Zero Fees Scheme

The Mayor Tim Shadbolt Accommodation Bursaries for Invercargill SIT2LRN Distance Learning FREE TRADES TRAINING Take advantage of this government offer that will allow you to study sub-degree trades courses at no cost.

www.sit.ac.nz 0800 4 0 FEES

www.principalstoday.co.nz Term 4, 2020 | 25

Learning Space | Careers Advisors

FAQs about Fees Free tertiary study School leavers have a ton of questions about their options after high school, and rightfully so. Fees Free is now not only available to those who want a university education – it’s also available for those seeking an apprenticeship to set them up for a career in trades.

Below are some frequently asked questions and answers, straight from the Tertiary Education Commission itself.

Where can you study Fees Free?

You can use your fees-free entitlement with most tertiary education organisations in New Zealand, such as:

How much study or training can I get Fees Free?

In your first calendar year of feesfree study you can get the following amount of fees-free payments • If you do provider-based study you can get the equivalent of one year’s full-time study (up to the value of $12,000) fees-free • If you train or do an apprenticeship through an industry training organisation, you, and your employer’s training costs are covered for the first 24 months of your training programme (up to the value of $12,000 across both years).

What sorts of fees will be covered by Fees Free?

For provider-based study, your feesfree entitlement will cover:

• Polytechnics

• Tuition fees

• Private Training Establishments

• Compulsory course costs, and

• Industry Training Organisations

• Compulsory student services fees.

• Institutes of Technology

Fees Free does not cover other optional and occasional fees such as students’ association and club memberships, some course materials, and late fees.

• Wānanga • Universities.

ITS Since 2001, ITS has worked closely with schools and employers in the corporate world around the country, and have recently committed ourselves to meeting employers’ needs with soft skills training.

We continue to research the needs of employers in our changing world and the knowledge we gain through this, shapes the training we offer. This includes a Life and Communication Skills section which will help students prepare for work with employers in the future.

We have a range of Gateway packages and individual units available to order by correspondence, so your students can enhance their learning at school by working on extra unit standards at their own pace.

These products were embraced by schools in 2019 from Kaitaia to Bluff and are a great option to consider.

Full details about these packages and individual units are available on our website.

ITS is committed to the continued development and upskilling of our tutors, which contributes to our success.

“With our unique style of “hands-on” teaching, students can quickly gain practical skills and knowledge they need to grow their kete.”

With our unique style of “hands-on” teaching, students can quickly gain practical skills and knowledge they need to grow their kete.

Through manaakitanga and whanaungatanga, we gather the people, raise them up and embrace them as they join the ITS waka which traverses some amazing learning journeys and transforms lives.

We pride ourselves on being a proactive and adaptable training organisation. I invite you to contact me to discuss your needs for 2021 and beyond.

For more information, visit www.its.ac.nz, or call 0800 464 487.

26 | Term 4, 2020 www.principalstoday.co.nz

Can I study and train at both a provider and industry training organisation?

Yes, as long as you meet the learner eligibility criteria and the courses and programme you enrol

in meet the course and programme eligibility criteria.

Where can I go for more information?

Go to feesfree.govt.nz or call the Fees Free helpline on 0800 687 775.

Why Uni is not the only smart choice Now’s the time of the year when academicallyfocussed students start planning for their future.

It’s worth remembering that university isn’t the only option.

In fact, those with an interest in subjects such as maths and physics can earn while they learn as an Etco electrical apprentice.

And it’s a challenging, rewarding career. Think smart homes, electrical vehicle charging stations, solar panel installations, robotics and virtual reality rooms – these all need smart electricians to bring them to life.

By the time someone is qualified as an electrician they will have a skill that is in high demand – here in New Zealand and internationally. That means job security and a range of career options, including unlimited opportunities across the residential, industrial and commercial electrical fields.

It’s estimated 3,000 more electricians are currently needed to meet ongoing demand here in New Zealand. And it’s a career increasingly attracting both male and female apprentices, with more

than 40 young women among Etco’s 700-plus apprentices.

And remember, trades or university don’t have to be mutually exclusive.

An electrical apprenticeship can be a great pathway to a degree course such as electronic engineering – with the practical learnt able to help pay a student’s way through their degree.

To qualify as an Etco apprentice, applicants need to have, or be working towards achieving, eight or more NCEA Level 2 credits, in each subject in maths, English and an industry-related science, such as physics.

Applicants also need to have a minimum of a restricted manual driver’s licence, at least New Zealand residency and good colour vision.

For more information, visit www.etco.co.nz, or call 0800 275 3826.

Flexible & Flipped Professional Learning in the Covid Era and Beyond

By Brooke Trenwith, director of Potential to Performance and president of the NZ Association for Gifted Children

“Just in time and just for me” is a catchphrase with PLD and it has never had more meaning than in 2020.

Our lives have been flipped upside down with uncertainty, change, fear and rising stress levels. In the midst of this, Aotearoa’s teachers have become more confident with online platforms.

A story that I am hearing from teachers is that they want to keep learning “their way”. 2020 has confirmed the importance of discovering effective, engaging and adaptable ways of working.

The ‘lolly scramble’ staff meeting Whole staff meetings are like a lolly scramble. Some staff get lots and walk away happy. Others get thrown lollies that they have eaten enough of in the past, so they leave annoyed. For a few, those lollies would have been useful last year, but not so much today.

What if you could change that ‘lolly scramble’ to a lolly jar?

A jar filled with lollies to meet different tastes. A jar hungry staff help themselves to and you see how many lollies are eaten. A jar that gives a new option every month. A jar of lollies that meets your teachers’ needs but does not break the budget.

Flexible Learning about students with additional learning needs (like gifted or ODD) is most effective when you have them in your class.

If eight-year-old Mike throws a chair across the room when you ask him to change from writing to maths, then you want

support on that day.

Not in a term’s time, not when a staff meeting is scheduled. You want to sit down in some non-contact time and learn why Mike threw the chair and how you can manage the situation to prevent it happening again.

In essence, teachers want their lollies now and they need to be a particular brand.

By having my professionally filmed staff meetings online, in short, accessible and practical videos, teachers can “pick and mix”. Using the latest research, proven strategies and feedback from schools around the country, this yearly digital subscription helps turn intent into impact.

Each course provides teachers with the tools they need to improve the academic and emotional wellbeing of students in their classroom.

Schools are able to purchase a yearly subscription that allows ALL staff to access any course on the menu - when they need them and where they need them, with no other costs.

I add new content each month so the Subscription continues to add value to teachers’ professional learning. The comment section in the videos allow teachers to ask questions or share ideas with me and teachers across the country.

Teachers can, and do, go back and re-watch sessions as the needs of their classes change. All this for no additional cost.

Flipped As Principal, you want all staff to receive the same message and use meeting

times to discuss how you put these ideas into practice in your context.

Flipped learning can do just that. You pick the course that meets your strategic goals (for example, Introduction to Differentiation). Teachers complete watching this course, taking notes on the provided workbook.

At the staff meeting, you then use your choice of provided whole staff activities and facilitate the meeting.

Worried about accountability? By contacting our administration, we are able to tell you who watched the videos (and which parts they re-watched).

The flipped approach is also excellent for teams or departments that are working on a particular goal. They could all do the same video course or could mix ‘n’ match and teach each other key learnings.

Financial freedom PLD prices and teacher relief costs are rising. A yearly subscription cost for all your teachers to access will have you paying less than what you would for face to face delivery and relievers for one hour.

Whatever year you join, stays as your yearly rate for the future. With additional content being added, Foundation Subscribers have the chance to secure a cost effective PLD solution for years to come, with resources always at your teachers’ fingertips.

The yearly Conscious Inclusion subscription is available at https:// potential-to-performance.teachable.com/ for $980 plus GST per school per year.

www.potentialtoperformance.co.nz

www.principalstoday.co.nz Term 4, 2020 | 27

Learning Space | Fundraising

Contactless school fundraisers After exhausting all other options, fundraising is a good way to fill the financial gap grants or programmes might leave.

Provided current circumstances, however, events are at a greater risk of being postponed or even cancelled due to Covid restrictions.

When we think of fundraising, we often think of bake sales or children going door-to-door selling lollies. Fundraising is a constructive way to involve the community and families in the needs and vision of your school but many traditional fundraisers require face-toface contact.

Given the unpredictable nature of Covid, it’s good to have a back-up plan for fundraisers so your school can still reach its goal.

Today’s technology allows the community to rally behind its school without requiring direct, physical contact or large gatherings – it’s just a matter of getting creative to fundraise for your school.

School recipe book The food we eat and prepare for ourselves says a lot about our individual cultures and customs.

Gathering recipes from students’ families and staff is a way to celebrate the cultures present in your school.

Also, each year’s recipe book will differ from others as students come and go.

In February of this year, Stuff News reported that Jack Goodhue and volunteers at Mullets in the Park were able to raise over $30,000 for the Bald Angels Charitable Trust.

The main focus of the event was Goodhue’s mullet and whether he would shave it or keep it. In the end, it was reported that Goodhue could keep his mullet, but not without colouring it pink.

To minimize physical contact, recipes can be submitted digitally, assembled and distributed from one location.

You can even offer digital copies as an alternative.

Virtual performing arts A fun way to get the students involved in fundraising is holding a virtual performing arts production.

Whether it’s a talent show, play or musical performance, these can all be broadcast to viewers over the internet.

Students will enjoy the spotlight as viewers’ online ticket purchases will go towards whatever financial goal you’re working towards.

Save or shave?

Everyone has an opinion, and facial hair is no exception. To make this fundraising idea happen, all you need is a willing, bearded participant, clippers, shaving cream and a razor. People can vote by making a monetary donation to save or shave the beard.

The key to this sort of fundraiser is to make it as competitive as possible with frequent donation updates.

Choose a deadline for voting and broadcast the final tally over your preferred social media platform.

Donations can be collected through online banking or crowdfunding websites.

Ultimately, a successful fundraiser is fun. Teachers, principals and staff know their students and what it takes to get students involved.

Although Covid might change how we fundraise for our schools, it doesn’t change what we want for our students and that’s an education they can build a life on.

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28 | Term 4, 2020 www.principalstoday.co.nz

For more info go to www.tiptop.co.nz/fundraising For details or to book, email tiptopfundraising@designprintltd.co.nz

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 4, 2020 | 29

Protecting your campus when school’s out With Term Four approaching, now is a smart time to start assessing your school’s security needs for the summer holidays.

Selecting a guarding and patrol service you can trust can make all the difference.

The annual reality is that schools become an attractive target for criminal activity during the summer holidays, but simple measures can go a long way to deterring arsonists, thieves, vandals and anti-social behaviour.

Gareth Bacon, Strategic Technical Manager at First Security, suggests a good first step is to check that your school’s electronic security measures are in good working order. These include any CCTV, access control and alarm systems.

“Ensure that your security cameras’ recording system is working properly and that all external security lighting is operational,” Gareth says. “It’s also worthwhile to do a walk-around and confirm that your perimeter fencing is secure and well maintained.”

Importantly, it’s also a good time to review your school’s security plan.

The Ministry of Education website contains information on security management for schools, including a security audit tool.

Alternatively, licensed security consultants and campus security specialists, such as First Security, can advise you on effective security controls to address the security risks specific to your school The challenge for school security over the holiday period is ultimately around how to ensure your security systems and lighting continue to work, your

“Our philosophy of protecting people first and fostering genuine client relationships has seen First Security evolve into a partner rather than simply a service provider.”

gates, doors and windows remain locked, vulnerable points remain secure, campus is reliably patrolled, and alarms immediately responded to throughout the summer vacation.

That’s where a trusted security guarding and patrol partner, like First Security, comes in.

Celebrating its 21st anniversary, First Security has a long-held commitment to protecting the values New Zealanders’ hold true, says CEO Tim Covic.

“Our philosophy of protecting people first and fostering genuine client relationships has seen First Security evolve into a partner rather than simply a service provider.”

Each member of its 1,900-strong staff embodies the same values, operating 24/7, including over 120 patrol vehicles, 365 days a year, in communities across the length and breadth of New Zealand.

Tim believes that it is this extensive coverage and commitment to providing the services that businesses both large and small need that has seen First Security go from strength to strength over the past 21 years.

Having developed considerable expertise across virtually every key sector, First Security’s human resources and state-of-the-art systems and equipment enable the security leader to provide protection for organisations over multiple levels.

First Security’s mobile patrols are backed up by a 24/7 national operations centre, and are monitored via the latest GPS tracking technology.

With these processes and systems in place comes peace of mind that the randomised mobile patrols, campus security checks and alarm responses that you’ve requested are delivered to the highest standards every time.

That’s the First Security difference.

During the current COVID pandemic, despite its size, First Security has remained agile to changing customer needs and market requirements.

The company offers randomised mobile patrols, alarm response, permanent and ad hoc static guarding, electronic surveillance, regulatory enforcement and event security in addition to consultation and education.

“Through the various levels of COVID-19, our ability to respond rapidly redeploying staff to deliver customer needs that were constantly changing made us the preferred security choice with new and existing customers.

Its clientele includes central and local government, district health boards, shopping centres, and organisations across all sectors of the economy.

“Our customer-facing concierge and crowd control/queue management officers became popular with the New Zealand public and we’re seeing these roles become part of the new normal,” says Tim.

Education is a sector in which the company has developed significant expertise, having protected many of New Zealand’s universities and polytechnics and dozens of schools across the country.

Importantly, as an audited member of the New Zealand Security Association, First Security adheres to strict industry Codes of Ethics and Codes of Practice.

As a licensed operator, its security officers undergo robust vetting

30 | Term 4, 2020 www.principalstoday.co.nz

processes, and as an employer of choice it attracts security officers committed to what they do.

“We know that behind the best protection, is intelligence. The more we know about our customers unique needs, the better we can protect what matters to them most.

“It’s our commitment to personalised service over the past 21 years that sees thousands of customers choose us to protect their wellbeing and livelihood every day.”

M O R F L O O H C S R U O Y PROTECT

T F E H T & S L A D N A V

With Term 4 approaching, it’s time to think about security for your school over the summer holidays. For a small investment, you can rest easy knowing FIRST Security are on guard, patrolling your school when you can’t.

As the industry leader in security, we are trusted by many education facilities nationwide to protect their people and assets. And all FIRST Security vehicles feature high-visibility livery to ensure your school receives a real security presence that deters threats of vandalism and theft.

Get in touch today

0800 347 787

customerservice@firstsecurity.co.nz www.principalstoday.co.nz Term 4, 2020 | 31

Learning Space | Insurance

Managing the damage Claims with the School Building Insurance Funding Programme The Ministry of Education has an insurance funding programme to pay for repairs to school buildings damaged in an incident.

Before conducting major repairs, you should be aware of what the School Building Insurance Funding Programme covers. The Ministry of Education states the programme covers unexpected damage as a result of fire, burst pipes or sprinklers, extreme weather and earthquakes.

Under the Programme, your school buildings will be covered for loss or damage that meets the Programme criteria and costs more than $2,500 to repair – excluding GST.

However, the programme does not cover damage from poor maintenance, substandard workmanship, damage to contents and other circumstances. If there is any confusion around coverage, your property advisor will be able to help when applying for programme funding.

When an incident occurs, and you recover from the initial shock, you must contact your property advisor discuss how to proceed with urgent repairs and to apply for Programme funding.

Managing the damage after an incident and making a claim The first thing you should do after an incident is stop any further damage – as long as it is safe to do so. This can mean closing off a burst pipe to prevent flooding or patching roof damage from extreme weather to stop water entering the building.

Once the damage is managed, contact your Ministry property advisor as soon as possible to advise them of the damage, get their advice on how to handle it and apply for programme funding. If you get the work done before receiving prior approval, your funding request may be declined.

After contacting your Ministry property advisor, you will need to do an emergency procurement to engage contractors. Wherever possible you should get Ministry prior approval to go ahead with the procurement.

When doing urgent repairs, you should: • Talk to your property advisor to determine the need to contact the emergency response coordinator • Keep the school open and stop further damage by focussing on essential repairs • Photograph and document damage and repairs

Manage damage like that from a burst pipe so that it does not get worse and so it safe for building users.

• Keep a record of damage, all the work completed and all invoices.

Proper documentation is necessary for funding under the Programme, provided the situation and repair work meets the criteria.

Using the emergency response coordinator Each local Ministry office has a contract for emergency response coordinators in its area. Either you, your property advisor, the fire service or the police can contact them if you need their services; emergency response coordinators are available at all times. The duties of an emergency response coordinator include: • Co-ordinating the response effort with emergency services • Inspecting and arranging any urgent work to get the school running as soon as possible • Organising any necessary emergency accommodation, security and safety at the school

• Preparing the scope of work in liaison with you, your project manager, property advisor and loss adjuster.

Repair costs You must always follow the Ministry’s procurement rules when making repairs. When calculating the total cost of repairs make sure to include emergency repairs already done, project manager’s fees and the cost of the reinstatement work.

When repairs range from $2,500 to $10,000, you can organise the work yourself if it is minor work like replacing damaged carpet. Quotes are not necessary for work under $10,000.

You can just contact the appropriate contractor, or have your emergency response coordinator or project manager organise it for you.

When repairs cost more than $10,000 you must make sure to follow Ministry procurement rules and liaise with your property advisor throughout the process.

If the total cost could go over $20,000, a professional opinion could be needed

or it might be possible to recover costs from another party, your property must consult with a loss adjuster.

The Ministry has a national contract for loss adjuster services. The Ministry will consult with a loss adjuster to investigate the cause and confirm that the loss is covered by the programme.

Repairing damaged property Repairs must begin within one year after approval or the project budget will be withdrawn. If work cannot start within the year, speak to your property advisor to apply for an extension.

Contact your project manager to complete remedial work such as arranging security, addressing urgent repairs, and cooperating with the board of trustees, property advisor, emergency response coordinator and loss adjuster to draw up the scope of work.

The silver lining to it all is that you don’t have to rebuild what was lost exactly.

Your property advisor will be able to discuss with you what rebuilding can look like for your school and what options are available.

Information kindly supplied by the New Zealand Ministry of Education, visit: www.education.govt.nz

Appointed insurance broker to the Ministry of Education From Contents and Liability to Overcode Property and Vehicle, 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 © 2020 Marsh Ltd. All rights reserved. S20-1359

32 | Term 4, 2020 www.principalstoday.co.nz

COMMERCIAL CLEANERS - 7 DAYS With strict attention to detail and professionalism, Busy Bees Cleaning Services have a reputation for reliability and quality commercial & home cleaning throughout New Zealand.

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www.principalstoday.co.nz Term 4, 2020 | 33

sKids Te Kuiti

our children can be supervised before and after school and in holiday time.

We try to incorporate a home away from home atmosphere and feeling for families and children. Somewhere where children can be themselves without social pressures, and parents can also be assured that our children are being well taken care of in an environment where they are made to feel safe and are important.

We have an exciting schedule each day which focuses on arts and crafts, cooking, science, drama, and sports.

Each activity will never go to plan but that’s what makes it so exciting to see how children can develop themselves through a theme and extend their knowledge and of course have fun.

sKids stands for Safe Kids in Daily Supervision. It is a private supervised care provider offering before and after school care as well as holiday programmes. sKids started in 1996 and has centres throughout New Zealand, including in Te Kuiti. sKids Te Kuiti and area franchise is owned and operated by Michelle Jones who comes from history in Accounting, Co Owning a Financial Services Company and Owning with her husband a mechanical services business in Te Kuiti.

This business background gives Michelle the clear business knowledge to give sKids Te Kuiti a clear business direction.

Joining Michelle at sKids is programme coordinator Kristy Beetsma whose background is in childcare. Michelle says Kristy is amazing with kids and she has done home-based childcare and nannying for the last 15 years.

We pride ourselves on a safe, nurturing and fun place in our community, where

sKids Te Kuiti also offers our children a healthy variety of afternoon tea which is included in the cost of care. After a long day at school, tired and hungry minds deserve this break and what better way to do it.

before school care

after school care

holiday programmes

in school programmes

We provide services to the local schools in Te Kuiti with term time morning drop off and afternoon pick up. We also provide a range of on or off-site activities for the holiday time. Various session times are available during Term or Holiday time.

Affordability can be a huge detractor, but there are Government agencies in place such as Work and Income NZ Oscar Subsidies which may be able to help you and your family depending on your situation.

If your work hours are such that you need care before and or after school or holiday time come and see us to see if we can help.

If you have any questions or wish to enquire, please contact us on either our site phone or email.

� Morning drop off to school � Afternoon pick up from school � Weekly themed programme � Afternoon tea provided � OSCAR subsidies available � Under new management and staff

TE KUITI

Te Kuiti The Church St Andrews Church Hall, Rora Street Te Kuiti Email - tekuiti@skids.co.nz

Michelle Jones 027 352 1696 � Kristy Beetsma 027 452 1696 fb.com/skidskingcountry � 021 188 4500

We look forward to hearing from you.

English and Maths Tutoring • Qualified Teachers • Personalised Learning Programmes • Primary - Secondary

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At Kip McGrath Wanganui, we focus on English and maths tuition for primary and secondary students.

Success in learning helps to boost a child’s self esteem and encourages a positive attitude towards learning. Kip McGrath has been the leader in supplementary tuition for 40 years, focusing on English, reading, spelling, comprehension and maths. We will create an individual learning programme specifically designed to suit your child’s needs. Each 80 minute session includes one-onone attention with a tutor, and a combination of written and computer-based activities in a small group learning environment. Kip tutors are qualified teachers, and by using our proven methods and techniques, we can help your child to improve or close the gaps in their learning.

Book a FREE assessment today and find out how we can help your child build a brighter future!

28 Somerset Road Springvale, Wanganui, 4501, Manawatu Ph: +64 6 348 0035 | E: wanganui@kipmcgrath.co.nz www.kipmcgrath.co.nz/wanganui

34 | Term 4, 2020 www.principalstoday.co.nz

Highways and Byways - Highway1 has it all!

If you are a traffic management company you will know Highway 1 as a significant manufacturer and supplier of temporary safety signs and electronic variable message signs (VMS) that are trailer or truck mounted and traffic lights. However, you may not be aware of the Bitumend range of products used in the construction sector or the carpark range of products.

Check out our product range at www.Highway1.co.nz.

Road safety products

Signs

Cones, cone arms, flexiposts and bollards, reflectors safety fences, vests, sandbags.

We manufacture all temporary warning signs and personal protective signs (PPE) for all Sizes for hazards and safety requirements. Enquire and we will make it for you.

Car park and workplace safety

Asphalt and Concrete Maintenance

Speed humps, wheel stops, channel cable protectors, Safety mirrors.

Construction products Bunting, marking tapes, line marking.

Bitumend range - Coldmix, Crackfix, Top seal, joint filler, Rejuvenate, E-release and applicator equipment.

Electronic signs

AWVMS, Arrow boards traffic lights, Variable message Signs (VMS) and Truck Mounted Attenuators (TMA)

We have office’s in both Auckland and Christchurch, where you can visit and pick up or we freight through out New Zealand, and we cover insurance for free on deliveries.

We are here to help, have quality products and won’t be beaten by price.

Give us a call 0800 175 571 or visit our website www.Highway1.co.nz www.principalstoday.co.nz Term 4, 2020 | 35

Working Space | Asbestos

Asbestos in your school: it’s time to make a plan The Health & Safety at Work (Asbestos) Regulations came into effect in April 2016, but “there are still a number of property owners and managers that are still failing to understand and fully comply with their duties under the act” says Sarah Tohill, communications manager for the New Zealand Demolition and Asbestos Association (NZDAA).

Under the legislation, any buildings built prior to the year 2000 and/ or known to contain asbestos, or are assumed to have the presence of asbestos, must have an Asbestos Management Plan, which clearly sets out location of the associated asbestos and how this is going managed.

Asbestos was commonly used in building products from the 1940s onwards, and as a result, many New Zealand schools and facilities are likely to contain some form of asbestos materials.

An Asbestos Management Plan should clearly set out the location of any asbestos in the building and how it should be managed on an ongoing basis.

A proper risk assessment should be conducted to determine whether it is safe for the asbestos to remain in place or if this needs to be removed.

“We launched Asbestos Awareness Week to help improve knowledge and promote safer practices when it comes to working around asbestos can and better manage their risks.”

For any asbestos that remains in place it should factor in the likelihood of disturbance and the appropriate actions to be taken to safely manage this.

“We advise anyone who is required to manage buildings or properties

that contain asbestos to undertake some type of asbestos training so they fully understand the risks and their responsibilities” Sarah says.

“We have actually just introduced a new one-day course aimed specifically at building owners and managers to help them with their understanding their duties as we see this is still such a gap.”

The NZDAA is the industry body representing the entire asbestos sector and routinely provides free information and advice to the general

public through initiatives like Asbestos Awareness Week.

“Asbestos is still very much widespread in New Zealand and found in so many buildings.

“We launched Asbestos Awareness Week to help improve knowledge and promote safer practices when it comes to working around asbestos can and better manage their risks.”

Asbestos Awareness Week 2020 will take place from 23-28 November.

For more information updates visit: www.nzdaa.com.

The most important control to prevent people being exposed to airborne asbestos fibres is to identify if building materials contain asbestos.

This MUST be done as a part of the School’s LEGAL RESPONSIBILITY to identify if asbestos containing materials exists, and to keep and maintain an Asbestos Management Plan should asbestos be discovered. This is often best achieved through an Asbestos Management Survey.

It is also important to remember that before commencing any refurbishment or demolition works that a more intrusive survey is carried out, often referred to as a Asbestos Refurbishment or Demolition Survey. Many schools in NZ, and in particular Taranaki, are planning large refurbishment or demolition projects, and it is the Principal or Board of Trustees responsibility to make sure that a competent person is engaged to complete a reliable Asbestos Survey. Having a Licensed Asbestos Assessor, places GENSAFE in a strong position to assist Schools regarding the compliance and risks of asbestos exposure during maintenance, refurbishment, demolition or removal.

PHONE: 021 484 156 EMAIL: GenSafeNZ@Gmail.com 36 | Term 4, 2020 www.principalstoday.co.nz

www.gensafe.co.nz

0800 266 172

ASBESTOS

Investigation, Lab Testing, Management & Removal Conqra Asbestos Solutions Ltd offer a highly professional asbestos removal and management service for schools.

We specialise in working with schools to ensure projects do not have a negative impact on the daily operation of the school. We can complete removal works after hours or during breaks and assist with communication to staff and parents about the processes and how safety is maintained.

We are asbestos removal experts working throughout Greater Auckland and beyond; we have the resources and industry knowledge to complete large or small scale school asbestos removal projects.

SURVEY & TESTING

REMOVAL

MANAGEMENT

SITE REMEDIATION

KEEPING YOUR PEOPLE AND SCHOOL PROPERTY SAFE Most asbestos removal or management projects are challenging; there is the risk of asbestos contamination or inhalation, the need to adhere to current health and safety legislation, and, in the case of school premises, the need to keep the school operating while asbestos is managed or removed.

Conqra Asbestos Solutions are asbestos experts. This includes a full knowledge of all legislation relating to asbestos in the workplace. We can ensure your school adheres to all regulations relating to asbestos, and we have the experience and expertise to safely complete your asbestos removal or containment project with minimal impact on your school.

“I found the professionalism, helpful and supportive experience of Conqra Asbestos Solutions to be exemplary right from the beginning to the end of the process.

I would highly recommend Conqra based on our very positive experience.” - Lloyd Evans, Principal, Te Atatu Intermediate School

852A Mt Eden Rd, Auckland, New Zealand | info@conqra.co.nz | conqra-asbestos.co.nz www.principalstoday.co.nz Term 4, 2020 | 37

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.

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.

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.

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.

The Health and Safety at Work (Asbestos) Regulations 2016 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.

Precise has worked with a large number of schools around New Zealand to assist in mitigating the risk of exposure to asbestos.

We have conducted management surveys to identify asbestos containing materials (ACMs) within accessible areas and have produced management plans that detail how the material will be managed. We have conducted refurbishment and demolition surveys to identify all ACMs within the planned scope of work.

Precise have performed clearance inspections following asbestos removal work to ensure the area is safe for reoccupation.

Phone 0800 002 712 38 | Term 4, 2020 www.principalstoday.co.nz

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.

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.

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.

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

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

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

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.

Precise is a national hazardous material consultancy committed to helping organisations keep their people safe from the risk of exposure to hazardous substances. Precise has been able to establish itself as a leading consultancy in the asbestos assessment industry. We have robust processes and procedures in place to ensure that we deliver a quality service to our clients at a competitive price. We have five branches and two satellite offices across New Zealand, with a team 30+ qualified consultants. We specialise in: • Asbestos Surveys & Management Plans • Asbestos Clearances • Asbestos Consultancy • Asbestos Awareness Courses • Occupational Hygiene • Mould Assessments • Methamphetamine Sampling

admin@preciseconsulting.co.nz | preciseconsulting.co.nz

Asbestos specialists in the education sector

MBC Environmental Solutions With many school buildings dating back to the 1950s, 1960s, 1970s and 1980s, asbestos management continues to be an important issue at most schools in New Zealand.

Common asbestos containing materials (ACMs) at schools include cement sheet cladding, soffit linings, vinyl flooring, bitumen roofs, pipe insulation, fuse boards and hot water cylinders.

It has been estimated that asbestos was used in over 3,000 different products, meaning it can be found just about anywhere. Left undisturbed, most ACMs do not pose a risk to health. However, when damaged or degraded, or when disturbed through refurbishment of

demolition work, they can become a hazard and need to be managed safely.

Based in Christchurch, MBC Environmental Solutions (MBC) has carved out a niche in the asbestos industry to become the go-to contractor for asbestos work in the education sector, operating in primary schools, secondary schools and tertiary institutions. Covering the Canterbury and the West Coast regions, MBC has worked from Kaikoura High School to Timaru Girls High and Karamea Area School to Westland High (and most places in between!).

MBC were engaged by the Ministry of Education in 2014 to assist with asbestos management in relation to the schools rebuild programme. Since then, MBC has conducted asbestos surveys at over one hundred schools, including management, refurbishment, demolition & building relocation surveys. In addition, holding both a Class A and Class B asbestos removal license, issued by WorkSafe, MBC also has four teams of expert asbestos removalists. They have unparalleled experience of removing asbestos in schools and understand the unique environment in which they operate. Ensuring student & staff safety and working with all stakeholders to provide a smooth process comes naturally. Their asbestos removal is conducted methodically, skilfully and efficiently, often without anyone

even really noticing their presence (except for the signage and the fact they will have been notified in advance, of course!).

MBC has recently completed asbestos removal on three major school redevelopments at Christchurch Boys’ High, Hornby High and Cashmere High. All of these redevelopments are multi-year, multi-stage projects and, as with most schools in New Zealand, asbestos containing materials were found in abundance.

Due to the sheer volume of asbestos removal to be undertaken, it was impossible for the removal work to be restricted to school holiday periods, which is the normal preference.

Working closely with all stakeholders, MBC developed robust processes to allow asbestos removal works to continue during term time.

This allowed adjacent areas of the schools to remain live, often just metres away from the active work area.

Thousands of independently collected, air monitoring samples have been collected during the works at each school, over a four-year period, demonstrating that all asbestos removal work was conducted safely, posing no risk to the school communities. “Excellent planning and communication are the key ingredients to success, particularly when working in a live school”, states MBC Operations Manager, Mark Hamilton.

Cashmere High Science Block – asbestos containing exterior cladding – pre-removal and post removal

Scope of works: Removal of fibre cement cladding from a two-storey science block, prior to demolition. Over 600m2 of flat and corrugated cladding was safely removed, with much of the work conducted at height, through the use of an EWP and ropes and harness work from the roof. The scope also included the removal of sub-floor pipe lagging and contaminated soil.

Testimonials: “We have found Mark and his team to be extremely professional in all of our interactions. Happy to answer questions from both the school and our community, Mark was really understanding of the challenges when working within the school environment and consistently demonstrated processes that assured us we could be confident in the safety of our people throughout the time that MBC was on site.” – Kellie Fenemor, Deputy Principal, Cashmere High School

“We found MBC Environmental Solutions to be safety focussed, well informed about and understanding of the natural concerns felt by staff in any workplace where asbestos safety is an issue, and responsive to our requests for action that helped allay safety concerns.” – Robin Sutton, Tumuaki, Hornby High School

“Dealing with ACM in a school environment can be a difficult proposition as we want to keep all members of the school community safe. Mark and his team have been involved in the demolition and refurbishment of a number of projects. Mark would be the one of the best contractors that I have had the pleasure of working with during my time at Christchurch Boys’ High School.

I have nothing but praise for the way MBC works with the client to deliver quality solutions.” – Craig Dunnett, Deputy Principal, Christchurch Boys’ High School

Asbestos Management Meth Decontamination Toxic Mould Abatement Erosion & Sediment Control Contaminated Land Remediation Managing the environment around you isn’t always easy.

That’s why MBC has been providing specialist environmental management solutions to clients for the past 20 years. www.mbc.co.nz | mark@mbc.co.nz | 03 354 4377 | Northcote, Christchurch

www.principalstoday.co.nz Term 4, 2020 | 39

Supporting the community through grief Caregivers and educators are often expected to answer hundreds of questions a day when caring for children.

However, no matter how accustomed you are to the curiosity of a young mind, it can still be disconcerting when children ask you about death.

The team at Shone & Shirley Funeral Directors knows that death is a normal part of life, but because some school-aged children are experiencing bereavement for the first time, the team also knows that children aren’t necessarily equipped to handle one of life’s hardest blows.

A local and family business Established in 1862 as Nelson’s first funeral home, Shone & Shirley has a long history of responding to the needs of the community.

Growing up around the industry, managing director Alastair Hebberd found his calling at the age of 16 when he left Nelson Boys College to pursue full-time work at the local funeral home.

Alastair says, “For me, the benefit of growing up in the funeral industry is that I was introduced to it inch-by-inch, I wasn’t just thrown into it and it’s a true calling for me I believe.”

Before becoming director of Shone & Shirley, Emma Hebberd worked as a qualified teacher. Emma’s background in teaching means she is able to facilitate discussions with children, adolescents and education professionals on the topics of death and bereavement.

Provided their range of skillsets and experience, Alastair and Emma feel that it is their duty and privilege to equip the surrounding community.

Alastair says, “…as a family and locally owned funeral home, our community is important to us and we hope that schools and parents can come to us with questions around support for their school community.”

Facilities Privacy and space are important aspects to consider when making funeral arrangements. Shone & Shirley makes a point to create the environment you need to remember

your loved one.

Firstly, Shone & Shirley has separate viewing rooms and arrangement offices to prevent unwanted interruptions and to give the privacy you need.

Furthermore, the chapel alone can seat up to 160 people. As a result, social distancing is easily implemented. In addition, there is a separate catering lounge. Because of the orientation of the catering lounge and chapel, the glass doors between the two spaces can open to create an even larger space for services with high attendance.

Organising a venue is easy with Shone & Shirley considering its overall layout and large carpark. Of course, the team is more than glad to make arrangements wherever you see fit.

Livestreaming Alastair and Emma are glad to make funeral services accessible to families near and far through livestreaming.

Alastair explains how families can tune in via livestreaming: “Families can follow a link or download the free app. With livestreaming, what happens is that we schedule it in to the computer system and that generates an automatic email that goes out to the families and then in the body of that email it has a ‘click here to view the service.’

“They go down, click that, and it takes them straight to the webpage and that email can be shared with as many people as they want and it can stay up online for 90 days.

Owners, Alastair and Emma Hebberd, of Shone & Shirley Funeral Directors.

Established in 1862, Shone & Shirley is Nelson’s first funeral home. Since then, the business has changed location and ownership.

Located in Tahunanui, Alastair and Emma Hebberd bring a unique set of skills and experiences to the table.

Alastair felt called to the industry since the age of 16. On the other hand, Emma worked as a qualified teacher for 10 years before her involvement with Shone & Shirley.

Together, Alastair and Emma are able to support nearby schools and communities during times of loss and grief.

“The families do have the option of downloading the service if they like or they can extend the length or the timeframe the service is up online after the 90 days.”

of the chapel and the other is to see friends and family physically attending the services.

Viewers have a couple of cameras that they can choose from including a forward facing and back facing camera. One camera is to view the front

Partnerships The benefit to being locally owned is that Shone & Shirley is able to adapt, change and operate in response to the

The chapel at Shone & Shirley can seat up to 160 attendees.

40 | Term 4, 2020 www.principalstoday.co.nz

needs of the community and the individual.

Alastair and Emma recognise the need to support families through the loss of a baby, so when they relocated to Nelson, they were surprised to find that there was no existing support in Nelson.

To fill in the gap, Shone & Shirley provides castings of infants to families as a free service.

Alastair says, “Normally it costs quite a bit to get that done. I do that here at no charge just as a gift to the community and a gift to the families that we’re here for.”

Along with supporting families through the loss, Shone & Shirley is also a member of FDANZ. Through FDANZ, Shone & Shirley is able to provide services like pre-planning and prepayments.

Shone & Shirley Funeral Directors 164 Tahunanui Road Tahunanui Nelson (03) 546 5700 funerals@shoneandshirley.com www.shoneandshirley.com

The glass doors to the catering lounge can open up, creating an even larger space between the catering lounge and chapel.

COMMITTED TO PROVIDING CLIENTS WITH CUSTOM SCAFFOLD SOLUTIONS Ridgeline Safety Systems Limited are fully qualified and ready to provide their customers with everything they’re looking for.

You can work together to find solutions and provide the right scaffolding for you and your budget.

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www.principalstoday.co.nz Term 4, 2020 | 41

Working Space | Health & Safety

Students on work experience Schools are making more work-related learning experiences and programmes available to their students.

Work experience prepares students for life after school by providing an understanding of health and safety standards.

Students can gain work experience through various schemes like a Gateway programme, school organised work experience or a part-time, paid employment arrangement that is incorporated into a learning programme.

When assessing whether the work experience placement is suitable for a student, the Ministry of Education suggests schools ask employers these questions: • Is the workplace committed to creating a safe work environment with its health and safety policy readily available to employees?

• Are employees encouraged to report hazards and is there a process in place so that employees can provide input on health and safety?

• Is there a specific training programme for students in the workplace that includes information

on evacuation and emergency procedures, safe and correct work practices, including the use of tools and equipment onsite?

• Are all potential hazards identified, communicated to students and controlled?

• Does the workplace keep records of previous student placements and are they reviewed?

• Is the workplace sufficiently staffed and can it provide the close supervision that students will most likely to require?

Furthermore, the Ministry suggests contacting the placement host and discussing workplace health and safety to determine what types of risks are present in the workplace and how these risks are managed.

Ongoing communication and inperson visits to the workplace can both help determine the suitability of the workplace.

Also, if a workplace has already participated in work experience placements, it should have previous students’ records for you to review so you can determine if the workplace is suitable; this is to confirm previous students’ safety.

Some investigative work can give you the insight you need to decide whether a workplace is appropriate for your students.

Are students equipped to conduct work safely?

Once you are able to assess the suitability of the workplace, students must learn general health and safety training before students can begin work at their placement.

Preparing a student for work experience The Ministry requires students to have a general knowledge of health and safety before they begin work at their placement.

This is because a student in the work experience programme most likely doesn’t have prior work experience, knowledge of warning signs, experience using personal protective equipment or the ability to work with minimum supervision.

According to the Ministry of Education, students have different roles and responsibilities when at school and while on work experience. A student is considered “other” while at school and a worker while on work experience.

This is because the HSWA considers people on work experience as workers, therefore, transferring the responsibility of PCBU from the school to the employer when the student is on work experience.

understanding of their role, rights and responsibilities.

As a result, students on work experience need to undertake appropriate health, safety and wellbeing inductions before their work experience commences.

When schools and workplaces co-operate and provide safe learning experiences for students, all parties can come out with longstanding relationships that benefit the community overall.

It should be done in conjunction with the school and the employer and ensure that students have an

Information kindly supplied by the New Zealand Ministry of Education, visit: www.education.govt.nz

Looking after yourself in a period of uncertainty Since COVID-19 arrived and started to dominate our lives and our thinking, the only real certainty we have had has been uncertainty itself!

Not only has the coronavirus forced us to learn about physical distancing and wearing face–masks, but in a very short space of time it has dissolved other elements of the life we once knew.

As we transition through the COVID-19 alert stages, it’s normal to experience some anxiety around new ways of working and living.

ARE YOU OK? MENTAL WELLBEING IS EVERYONE’S BUSINESS. IT’S OK TO ASK FOR HELP.

A Vitae counsellor is independent, objective and confidential - they’re there to help.

Speak in total confidence to a Vitae counsellor – call 0508 664 981 to make an appointment or book online @ www.vitae.co.nz

When life has been based on routines, we can comfortably predict what’s likely or probable and this brings comfort. The idea that all we can be certain of in the present can be overwhelming and the reality hard to accept.

For some people, the idea of accepting whatever happens suggests giving up. However, just because we accept something, doesn’t mean we like it, only that we recognise it as an external event we can’t change – and it’s a waste of our time and energy trying to rail against it.

Accept more, stress less Acceptance can increase positive feelings because it can alter the shape and meaning of things that we find stressful and make them more tolerable.

By playing the cards we have, not the ones we wish we had, we can be more open to the present moment.

42 | Term 4, 2020 www.principalstoday.co.nz

Today, many people frame this is being more mindful. Letting go of trying to control everything allows room for you to take a breath and experience the joy of the present moment, whether it’s baking cake, hugging your child, calling a lifelong friend or learning something new. How is your goal to master that guitar by the way?

Grow your wellbeing by practicing the Five Ways to Wellbeing

Even the healthiest and best cared-for staff will at times experience situations where a helping hand is needed.

Ensuring that employees’ needs are taken care of, and that the most appropriate assistance can be accessed quickly, minimises disruption and ensures that your business continues to run smoothly.

Vitae’s Employee Assistance Services combine 50 years’ experience of offering employee assistance programmes (EAPs) in New Zealand with the latest methods in people support.

Based on the nature of your organisation, assistance may be offered through: employee counselling, supervision, onsite support, trauma support, workshops and health and wellbeing services.

It’s illegal to drive if you’re impaired

RESEARCH SHOWS

2 OUT OF 3 DRIVERS USED MEDICATION THAT MAY IMPAIR DRIVING

ARE YOU SAFE TO DRIVE?

Health, Driving and Substance Impairment has been developed to raise awareness of how medication can impair driving.

This is a sizeable and serious problem in New Zealand, affecting drivers of all ages.

UNIT DETAILS

ACCESSING THE RESOURCE

Five credit NCEA Level 3 resource.

The curriculum resource is freely available at education.nzta.govt.nz/health-ncea-l3/

Students examine the relevant determinants of health, and the implications for the wellbeing of people and society. From this analysis, they recommend health-enhancing strategies.

Background information available at www.nzta.govt.nz/medication

High quality data is provided along with resources designed using SOLO Taxonomy.

Unit supports assessment for Achievement Standard 91461: Analyse a New Zealand health issue.

Thank you Haley Charles, Upper Hutt College, for developing this resource.

www.principalstoday.co.nz Term 4, 2020 | 43

New builds Maintainance Light commercial Gas and Solar systems Nigel is a Certifying Plumber and Gasfitter with more than 10 years experience

022 099 2768 finnplumbingnz@gmail.com FinnPlumbingNZ

44 | Term 4, 2020   www.principalstoday.co.nz

CONNECT WITH T O M O R R OW FOR ALL YOUR PHONE SYSTEM, SYSTEMS CABLING AND ELECTRICAL NEEDS

Small, Medium, or Large?

+ CONSULTANCY & ADVICE + SYSTEMS DESIGN

Whether corporate multi-site installations, SME setups, or smart home systems and security, we are equipped to meet your needs with specialist expertise and exceptional service.

+ HARDWARE SUPPLY + INSTALLATION + SERVICING & SUPPORT

WHY CONNECT WITH TARDIS? EXPERIENCE

EXPERTISE

LOCAL

CAPABLE

Tardis has been in the industry since way back in the 1990’s, so we know our stuff.

Our team includes skilled design specialists, data systems technicians, electricians and telephone system specialists, giving capacity for small to large scale installations.

Tardis is a New Zealand owned company with head office in Christchurch and representatives based in Auckland, Wellington, Nelson, Christchurch, Dunedin, and Invercargill, with the ability to service clients throughout New Zealand.

Whether you are a large corporate, an SME or a home user, Tardis are equipped to meet your needs and more. We take pride in providing unparalleled delivery, customer service and support.

SERVICE Our reputation is built on providing the best of service combined with the latest in technology.

WE ARE REGISTERED ON THE MINISTRY OF EDUCATION APPROVED ICT INSTALLERS LIST, TO DELIVER NEW INFRASTRUCTURE, UPGRADES, MAINTENANCE AND FAULT FINDING.

(03) 357 4477 | info@tardis.net.nz | tardis.net.nz www.principalstoday.co.nz Term 4, 2020 | 45

Working Space | Jacobs Construction

The aquatic construction experts advocating for better access to pools Swimming pools capture the imagination of people everywhere, no matter the culture, young or old.

People beyond children should have equitable access to aquatic facilities as well.

Jacobs Construction co-director, Jill Jacobs says, “Everybody, whether you have a disability or not, should have the opportunity to swim.”

New Zealanders in particular have a special connection to the water, with approximately two thirds of New Zealanders living within five kilometres of the coast, according to the census.

Paraswimmers, through the Paralympic Movement, have been brought into the spotlight, but swimming isn’t just a sport that’s reserved for the best athletes. Swimming is a low-impact sport with many cardiovascular benefits, including increased flexibility in muscles and joints.

On top of that, New Zealand has the tenth longest coastline in the world at 14,000 kilometres. Kiwis’ special connection with water is only natural given our proximity to it and how it plays such a large role in our lives.

With that knowledge in mind, Jacobs Construction has been building here in New Zealand since the 1970s, when founder Lance Jacobs started building cowsheds in Waipukurau.

From there, Jacobs became the sole distributor of Myrtha Pools – the worldrenowned Italian pool designers and constructors – in New Zealand in 1999.

Specialising in commercial pools, Jacobs Construction is well-known for creating aquatic visions both domestically and abroad. Some of the company’s most distinguished accomplishments include the wave pools at Sydney’s Wet n Wild and the pools for the London Olympics.

Leading these projects was founder Lance Jacobs – after his unexpected death earlier this year, he has been succeeded by his son Blair.

Lance also cared about philanthropic projects, sponsoring the local swim

It’s also vital that people with disabilities have the knowledge to swim as it could literally save their lives.

A private pool built in Hawke’s Bay by Jacobs Construction.

club in Waipukurau, among other local organisations.

In regards to domestic projects, Jacobs Construction has worked closely with SwimTastic, an Auckland-based swim school offering swimming lessons from three months old to adults across all levels and abilities.

Before his passing, Lance had been great friends with SwimTastic’s CEO and founder Mark Bone, a lifetime swimmer and coach who oversaw the 1996 Olympic campaign and led New Zealand to two Olympic gold medals.

Jacobs Construction recognises the importance of water safety, with preventable drowning deaths on the rise here in New Zealand.

This starts with a solid and sound water education.

Most children are first exposed with learning how to swim at their school pools. As summer is just around the corner and more Kiwi kids will be dipping their toes in the water around our shores, Jacobs Construction encourages schools to look at upgrading pools.

According to New Zealand Council for Education Research (NZCER), many schools share their pools or use council or community pools for lessons.

Around a third of schools also made use of external swimming instructors, but most swimming teaching is done by classroom teachers.

Half the schools surveyed needed help with funding, often drawing on community fundraising to maintain their learning-to-swim programmes.

Preventable drowning fatalities at beaches in 2019 saw a 50 percent increase on the 2013-2017 average of 18, with 27 fatalities, according to Water Safety’s Drowning Report.

Whether you need a new pool for your school, home or commercial facility, Jacobs Construction strives to provide you with world-class construction here in New Zealand, carrying out innovative pool design from Myrtha Pools in Italy.

Jacobs Construction is coming to Christchurch to work on the Metro Sports Facility.

Jacobs Construction PO Box 283 Waipukurau (027) 405 9101 info@jacobsconstruction.co.nz www.jacobsconstruction.co.nz

SPECIALISTS IN HIGH QUALITY PRECISION FABRICATION STAINLESS STEEL HANDRAILS | MANDREL BENDING | COMMERCIAL FABRICATION P 027 489 0483 | 413 Orchard Road, Camberley, Hastings | E tubeworx@xtra.co.nz | www.tubeworx.co.nz

Providing Swim Excellence for more than 35 Years!

Central Hawke’s Bay College To challenge, inspire and enable the potential of tomorrow, today...

CENTRAL CHOICE - FIRST CHOICE - BEST CHOICE 06 858 9203 / office@chbc.school.nz / www.chbc.school.nz 46 | Term 4, 2020 www.principalstoday.co.nz

SwimTastic is an ability based swim school designed to challenge swimmers of all levels and abilities. We offer lessons for children from 3 months old through to adults.

www.swimtastic.co.nz 09 527 0010 / info@swimtastic.co.nz

Fall in Love with Your New Build

Whether you are looking at building a new home, need renovations, are needing a commercial project done, or are looking for a Myrtha Pool, here at Jacobs Construction we exist to create residential and commercial builds that our clients will fall in love with.

With our expertise and knowledge we work alongside you, to deliver builds that are beautiful, incredibly functional and built to the highest standard.

We pride ourselves on always making sure our clients are always at the forefront of the decision making process, which makes the building process with Jacobs Construction a breeze.

Ready to bring your dreams to life? Contact us now!

Call Blair on 0274 059 or 059 +64 101 6 858• 8808 Office Contact Jill: 021 0811 2929 Call Blair on101 0274 Office• Contact - Jill: 021- 0811 2929 Email:Email: info@jacobsconstruction.co.nz • Address: PO Box 283 283 Waipukurau info@jacobsconstruction.co.nz • Address: PO Box Waipukurau www.jacobsconstruction.co.nz www.jacobsconstruction.co.nz www.principalstoday.co.nz Term 4, 2020 | 47

• • • •

PLUMBING DRAINLAYING GAS SUPPLIER & FITTING ROOFING

K J Morgan Plumbing Ltd 11 Purkiss Street, PO Box 925, BLENHEIM 7240

t: 03 578 0060 f: 03 578 0994

www.morganplumbing.co.nz QUALITY BUILDING SERVICES LIMITED QBS are committed to improving outstanding quality heating, ventilation and air conditioning solutions and services to all our customers. Attention to detail not only gives staff pride in their work, but provides our customers with exceptional solutions.

We provide commercial and industrial air conditioning, mechanical and ventilation solutions including: • • • •

Design and Installation IQP Inspections Preventative and proactive maintenance services Energy saving assessments and implementations

• • • •

Project Management services Peer reviews Fault finding and repairs Electrical services

Phone: 03 365 8943 After Hours: 027 438 1440 3/308 Wilsons Road, Opawa Christchurch | eddie@qbsl.co | www.qbsl.co.nz 48 | Term 4, 2020 www.principalstoday.co.nz

• Driveways • Earthquake Repairs • New Home Specialists • Patios & Paths

Phone: 0508 873 7483 Email: sales@affordableconcrete.co.nz www.affordableconcrete.co.nz www.principalstoday.co.nz Term 4, 2020 | 49

Working Space | Roofing

Getting the right roof

SCHOOL SAFETY IS YOUR RESPONSIBILITY By using Secure scaffold you can rest assured that your objectives of safety, cost and meeting deadlines are of our paramount importance to us.

With more than 50 years’ experience in the construction sector we are well aware of the needs of the industry. This means we realise how important the safety of your best asset – your staff – is to you and your company’s future.

So, as a local company servicing Cantabrians in the re-build of Christchurch, we are committed to the safety of your staff.

And when you deal with us you’re dealing with the owner, which means you receive a superior and speedy service – every time.

Our extensive construction knowledge ensures we understand local compliance issues and we realise how critical your deadlines are and we guarantee to be on time – check out our Secureguarantee.

“

“

Ask your builder if they are using Securescaffold – it will save you money.

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 or 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.

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.

0800 66 00 22

www.securescaffold.co.nz Head Office - 38 Lowe Street, Addington, Christchurch 8011 Christchurch Yard - 72 Shortland Street, Wainoni, Christchurch 8061

50 | Term 4, 2020 www.principalstoday.co.nz

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.

Five points to consider when it comes to your roof 1. There is a big difference between price and value when selecting a replacement roof.

2. Maintenance of your roof should be scheduled on a regular basis.

3. Your roof will not last forever.

There comes a time when repairs simply won’t be the answer as leaks will persist.

4. Always seek more than one quote when repairs or a re-roof are required.

5. 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.

Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 25 years. Their extensive product range caters for both residential and commercial applications. The residential range includes products like Solasafe and Easyclick polycarbonate roofing that are suitable for roofing residential deck areas and pergolas. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment and are available through leading builders merchants throughout New Zealand.

Webglas in school walkway applications

Ampelite is the market leader in commercial fibreglass roofing applications with its key products here being: Wonderglas 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 is a trafficable fibreglass roofing product. While designed for use in harsh industrial environment applications, it is also approved for use in schools by MoE for covered walkways, etc because of its trafficability. Webglas is the only GRP product with a 20 year light, water and structural stability warranty. It is available in Clear, Opal and coloured finishes. The colours can be made to match Colorsteel/Colorcote roofing colours as well as custom colours depending on quantities.

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.

www.principalstoday.co.nz Term 4, 2020 | 51

School Grounds | Sports Turf Management

Sports turf maintenance: What’s bugging you?

School playing fields are an important part of any school’s facilities. But no doubt many school administrators would rather they didn’t have to deal with sports field maintenance because it presents challenges that may seem difficult to resolve.

Does this sound familiar?

What is bugging you about your playing field maintenance?

Is it the cost to maintain them? Or muddy playing fields? Difficulties with grounds person or contractor management? User safety? Teacher or coach complaints? Uncertainty about was is required?

To solve your problems, you need to find out just what is the most costeffective turf management solution and then implement it on a consistent, on-going basis.

The truth is that turf maintenance is very simple. But you wouldn’t think so when you read product claims and listen to many “experts”.

Remarkably it is often almost impossible to get the simple and correct turf maintenance implemented

Why is this?

• The person responsible simply doesn’t know what is the right thing to do and is convinced that complicated and costly is best • The best solution just seems to be too simple – therefore how can it be the best solution? There is more money to be made selling complicated and confusing “solutions” • Contractors are there to make money – this means that if you allow it, the cost effectiveness of your spend with them can be very low. You might get good results but for an unnecessarily high cost. In the worst cases, turf quality and performance gets worse as the cost of maintenance increases.

You should also note that there is no insurmountable problem – even the very worst sports field can be made into a stadium quality pitch.

If that is what you want you can have it but can you afford to build and maintain it? Ultimately you need to find the most cost-effective solution for your school.

Some of our frequent observations concerning playing field maintenance at schools are: • There is often very poor use of available resources – what is done is

52 | Term 4, 2020 www.principalstoday.co.nz

“OK” but is it unnecessarily expensive.

A lot of money is spent with no actual benefit to turf quality and performance

Rather it is to make sure that the simple, correct and basic turf maintenance is actually done.

• Failure to even try to correctly implement simple, proven programmes that always work

You need to know exactly what management treatments to carry out and you need to ensure that they are carried out correctly and in a timely manner and stick to it – stay on track.

• Over complicated, costly and ineffective turf maintenance programmes.

So what is the solution?

It is up to you – the challenge is not to find the solution to a difficult problem.

Using independent expert sports turf advice will do this for you and it will probably cost you a lot less than the money you are currently wasting doing the wrong thing.

Upgrading your playground surface or school multi-use court?

WE ARE ARTIFICIAL TURF SPECIALISTS, SERVICING NZ WIDE. P. 0508 836 647 E. info@teamturf.co.nz www.teamturf.co.nz

www.principalstoday.co.nz Term 4, 2020 | 53

Working Space | EOTC

Are you looking for a venue for your next school camp?

Lakes Ranch offers a beautiful setting with all you need for a fun and active camp.

Lakes Ranch aims to equip children with tools for the future and create lasting memories.

The experienced hosting team will work with you to ensure your camp runs as smoothly as possible, and will be on hand during the camp to assist where ever necessary.

The onsite facilities eliminate the need for travel elsewhere, with a range of activities available including kayaking, horse riding through to the simple pleasure of relaxing on our large hammock.

Safety is paramount and briefings are given to all supervisors before commencing activity times. We provide our own qualified instructors for activities where specialist skills are required.

Lakes Ranch aims to equip children with tools for the future and create lasting memories. Camp provides a challenging but safe environment for this to take place.

We all grew up where children built a real tree hut, in a real tree. Lakes Ranch is set on 127 acres of outdoor fun and the direction we are moving in is one of adventure. We are helping kids gain confidence in an environment that is both challenging and safe.

Rotorua has to offer. From zorbing to luging, the options are endless. Maybe try a spot of fishing on one of the lakes, or check out the cultural sites around the region.

Lakes Ranch wants to embrace the past and give kids the opportunity to love the outdoors, teaching them to look for adventure instead of being bored. The aim is to give kids the skills to minimise risk and the confidence to give things a go, instead of doing nothing for fear of getting hurt.

Therefore, the goal is to provide a place where opportunities are available to jump in, have a go, and meet the challenges offered by the site.

HAVE YOUR NEXT

CAMP AT OUR

PLACE Whether you want to be busy and active, or quiet and relaxed, we can help you make great memories here at CYC! Give the kids some fun after lockdown. Let them be kids again and also rebuild that team spirit amongst the children and the staff.

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

148 Waingarao Road, Ngaruawahia p. 07 824 8495 | e. info@cyc.org.nz | cyc.org.nz 54 | Term 4, 2020 www.principalstoday.co.nz

Activities There are a huge range of activities for school groups to get involved with at the camp.

Sports facilities and fields are also available to kick a rugby ball on, or have a game of competitive volleyball.

Tennis and badminton are also great games for kids to get involved with and sports gear is available at the camp.

And don’t forget the camp is a hop, skip and jump to the local attractions

School holiday programmes Lakes Ranch offers extensive holiday programmes. For those who love to get out into the great outdoors on horse back. From trekking to trotting, the camp offers amazing opportunities to harness your skills on horse back. And you don’t even have to know how to ride a horse. The talented team at the camp can teach you.

Lakes Ranch 79 Lake Rotokawau Road RD4 Tikitere Rotorua (07) 350 3010 www.lakesranch.org.nz

Working Space | EOTC

Raft the Mohaka

History comes alive in Arrowtown

Mohaka Rafting is ready to help you get into New Zealand’s wild spaces on one of our rafting trips. Use our contact page if you have questions about your booking, or if you know what you want, you can always book directly online.

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.

Mohaka Rafting is pleased to work with schools to help Kiwi kids get out into the wilderness and come away with memories for a lifetime. We know that the New Zealand wilderness is a great environment to teach students basic skills like river crossings, hazard avoidance/management, basic survival and camp cooking.

Spending sometime in the bush to gain knowledge and understanding will help them cope with accidents and natural disasters that they may encounter in everyday life or while traveling.

Our school programming costs are less than our typical rates because we know how important it is to imbue a sense of outdoor life in our youth.

We are flexible with our programmes and often have schools with multiple groups of students who are interested in tramping, kayaking and rafting.

Contact us to see what options can run at once and where.

If you’re interested in going for more than just one day, Mohaka Rafting provides multi-days trips as well.

We enable our guests to experience the untouched New Zealand backcountry with the best guides, equipment and food.

Whatever your style of adventure we have something for you.

For more information visit: www.mohakarafting.com.

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.

History will never be the same again

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

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.

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.

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

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.

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.

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.

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

For any questions or a free copy of our 2019 programme, phone or email our friendly Education Officer, Kelly, on (03) 442 0317, or info@handsonhistory.co.nz.

Promoting Water Safety, Rafting day trips & Camps

RESILIENCE, LEADERSHIP, LIFE SKILLS, SAFETY • School camps and expeditions • Junior school Grade 2 half day trips • High school Grade 3 day trips Phone: 068391808 Email: norm@mohakarafting.co.nz www.mohakarafting.co.nz www.principalstoday.co.nz Term 4, 2020 | 55

The fun and easy way to teach, learn and play golf Unique modified golfing equipment to introduce kids of all ages to the game of golf.

The colourful oversize clubs, soft balls and innovative “sticky” targets combine with built-in teaching and learning cues to accelerate skill development and provide early success for all.

Email david@snaggolf.co.nz Phone 021-501-218 www.snaggolf.co.nz

Our equipment is safe and only needs a limited space with a maximum ball flight of around 40m.

1. It is safe and used in many schools 2. Easy to use by students and teachers 3. Its loads of fun 4. Easy to set up and store 5. Custom kits for all age groups ORDER YOU SCHOOL KIT NOW Lesson plans and que words included

RESOURCES AND SOLUTIONS THAT MAKE LIFE EASIER FOR PEOPLE WITH DIFFERENT NEEDS Do you care for, or work with someone who has A.D.D/ADHD | Asperger syndrome | Autism | Down syndrome Dyslexia | Dyspraxia | Fragile X syndrome | Multiple Sclerosis | OCD | Tourette syndrome or is in Aged Care or Early Childhood Care, then there is something here for you The wide selection of books, toys, educational games, puzzles, children’s books, stickers, visual supports, sensory products, Aged Care resources, EarlyChildhood Resources, DVDs etc have been carefully selected to enhance the unique needs of individuals with special needs.

027 725 0557 / www.solutionsnz.com 56 | Term 4, 2020 www.principalstoday.co.nz

Over 120 years of celebrating life Funerals are an important part of the grieving process because they provide the bereaved an opportunity to heal and celebrate the life of their loved one.

Clark and Megan Campbell are the fourth generation of Campbells to provide funeral care to Taieri families since Robert Campbell founded the business in 1895.

With the support of their dedicated team, the Campbells consider it a professional privilege to help make arrangements for your loved one.

Whether co-ordinating the event, placing funeral notices, filing paperwork and full mortuary services, or liaising with celebrants, clergy, and other service providers; Campbell & Sons will cut through the noise to support you in your time of need.

The main chapel is spacious, seating 270 with room for up to 400 attendees.

For added convenience, the chapel has a family room and excellent audiovisual facilities for you to utilise.

If you are planning a private service, you will appreciate the intimate atmosphere of the reception lounge and chapel foyer. Both, the reception lounge and chapel foyer, can host up to 40 people.

In addition to venues, the team can create personalised service sheets, memorial books, photographic and video tributes as well as arrange flowers and music tributes.

To help you create the funeral you desire for your loved one, Campbell & Sons can advise you on ways to celebrate his or her memory and tailor services to meet your needs and budget.

Venues and services Just as there are many ways to lead a life, there are many ways to remember one too. For that reason, Campbell & Sons is dedicated to helping you every step of the way.

Pre-planned funerals With a little prudence and discretion, pre-planning allows you to make important decisions without the pressure of time and circumstance – freeing you and your family from the stress and anxiety that’s usually associated with loss.

Situated in a modern facility, Campbell & Sons offers several different venues to ensure you create the celebration of life you wish for.

To reduce the financial strain your family might experience, the team at Campbell & Sons recommends setting up a prepaid funeral plan with

the FDANZ Funeral Trust. The FDANZ Funeral Trust is a separate entity that holds on to your prepayments until they are required.

Wherever you might be in the planning process, Campbell & Sons is there to provide professional advice and

experience for one of life’s most challenging ordeals.

To discuss your wishes, call Campbell & Sons on (03) 489 7756 at your convenience or visit the website, www.campbellandsons.co.nz, for more information.

www.principalstoday.co.nz Term 4, 2020 | 57

NEED A NEW website FOR YOUR SCHOOL?

Fattastic websites starting from $997+GST *The only company willing to provide a 120 Day Money Back Guarantee Simply email enquiries@fatweb.co.nz your domain / website address, and we’ll send you a comprehensive audit of your current school website. And if you’d like to chew the fat after, we’re here to help.

1. We can write all the content for you and load it 2. We have made over 2000 websites, we know what we’re doing 3. People tell us our websites are the easiest to use, if you want to change any of the content, photos etc. * Terms and condtions apply to the Money Back Guarantee

enquiries@fatweb.co.nz | 0800 FATWEB | www.fatweb.co.nz

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58 | Term 4, 2020 www.principalstoday.co.nz

CHANGE YOUR JOB CHANGE YOUR LIFE! Thousands of jobs ready & waiting for you right now!

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Teaching that shows others the way The Prime Minister’s Education Excellence Awards will resume in 2021.

The Awards are about sharing and celebrating the amazing work that schools, kura and early learning services are doing for their learners, whānau and communities, and we look forward to returning next year.

To watch some inspirational best practice stories and to find out more, go to

pmawards.education.govt.nz 60 | Term 4, 2020 www.principalstoday.co.nz