Principals Today #134

Issue 134 Term 2 | 2022

Hitting stress For six

How clear boundaries protect your hauora

The case against detention

Eliminating the sweet stuff

The carrot versus the stick

The healthy drink-only policy for primary schools

Digital Addiction The link between rising screen time and attention spans

Getting ready for winter Simple steps to energy efficiency

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a true sense of community

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HAVE THE FOLLOWING PEOPLE SEEN THIS?

Straight talk with Cashmere High School principal Joe Eccleton

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Publishers note

IDEAS

This issue of Principal’s Today tackles the issue of workplace stress and how setting clear boundaries protect your hauora.

6 A true sense of community

We talk with Cashmere High School principal, Joe Eccleton, about instilling students with a desire to serve others, look at the case against detention, and discuss whether handwriting is becoming obsolete in the digital age.

We also look at the link between rising screen time and attention spans, the introduction of a healthy drink-only policy in primary schools, and offer simple steps to increase your school’s energy efficiency with winter on the way.

Cashmere High School principal, Joe Eccleton, on instilling students with a desire to serve others

8 Improving learning outcomes

Improving how and what kids are learning at school

14 Hitting stress for six

How clear boundaries protect your hauora

NEWS 10 The case against detention The carrot versus the stick

11 The written word

Is handwriting becoming obsolete in the digital age?

As always, we thank all our columnists for their expertise, along with the views, opinions and predictions of all those who contributed, to help you manage the risks your face each and every day.

12 Digital addiction

Enjoy!

18 Eliminating the sweet stuff

The link between rising screen time and attention spans

Introducing a healthy drink-only policy in primary schools

Editor

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48 Sorting pool safety

WORKING & LEARNING

50 Managing asbestos

Simple steps to energy efficiency

24 Losing face

A check list to help prevent drownings

Critical information for schools

Debating mask mandates

26 Comprehensive school insurance

Options for your school’s contents, liability and cyber risks

54 Overhead

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56 School grounds

30 It always pays to be sun safe

Don’t ‘leaf’ tree maintenance undone

Even with the onset of winter, it’s never a bad time to review your sun protection policy

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33 The responsibility of care

Everyone is responsible for health and safety at a school

36 Learning experiences beyond four walls Providing novel experiences outside the traditional school environment

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www.principalstoday.co.nz Term 2, 2022 | 5

Interview | Principal Q&A

A true sense of community

By Megan Dunn

Connecting with people is in our DNA - it’s what makes us human. When we use this superpower effectively it has the ability to enact powerful change in our communities - the very fabric which holds us all together.

Fostering an altruistic approach to community service is all about going outside of one’s self, realising that one of the greatest gifts that we can give to other people is our time, kindness and empathy.

Principals Today talks with Joe Eccleton, principal of Cashmere High School in Christchurch, about striving to instil a desire and disposition to serve others in the community within his students - the young people which fill him with a real sense of optimism about the future.

Why does Cashmere High School put an emphasis on service?

It is about going back to our purpose as a school; what are we here for?

At Cashmere we believe everything we do is about preparing our young people to leave our gates and empower our communities, our nation and ultimately our world for the better.

We believe education has a higher purpose, in that what we teach and what we learn needs to support a better future. If we can equip our students with the knowledge and skills to pursue tertiary education and enter the workforce that is great – if we can also develop a desire and disposition to serve others, then we will have fulfilled our vision.

Schools are often the heart of a community and as a proud community school, I believe that we need to stand out as a beacon for what is ‘good’ in our communities.

How has the school’s community culture impacted its students?

I think it gives them a sense of perspective and sense of belonging (turangawaewae). My hope is that our students feel part of a community

that is bigger than themselves, which is such an important part of one’s wellbeing.

For me service is interwoven into being part of a community and when people feel embedded in a community, they feel protected, respected and connected.

I also believe there is little debate that having a platform and the opportunity to help others, and to give back, to be part of something positive is mana-enhancing. If we had to be honest, we are a school of privilege, yes not all our students come from privilege but relatively speaking most do.

And as a school of privilege, I believe we need to signal our capacity to create positive futures for others. We need to give more than we take.

Are there strong relationships being built in the community?

It is our aspiration to build strong sustainable relationships in our wider community. However, we still have much work to do in this area.

As with any relationship, it takes time and energy and developing a shared understanding about the foundations of the relationship.

But building and sustaining lasting relationships are not easy, relationships are easy to destroy and hard to build.

However, if we can get this right, we will be able to utilise the collective capacity of our communities which could provide unlimited opportunities and experiences for our young people.

How does the knowledge students gain from service experiences promote change?

“Schools are often the heart of a community and as a proud community school, I believe that we need to stand out as a beacon for what is ‘good’ in our communities.”

It gives them a sense of agency – that they have the ability to make a positive difference. And I think the importance of students having this self-belief should never be underestimated.

Students getting involved in service also provides an opportunity to develop some of the softer skills that are so valued in our workforce and encourages connecting with other people, from a range of social and cultural backgrounds - all critical elements of wellbeing.

How have you seen such experiences challenge students’ assumptions and stereotypes?

I think service involves doing things that benefit others without any thought of reciprocal benefit to ourselves. It sometimes involves acting in ways that are counter to our own interests as individuals. This forces students to think beyond themselves and to really focus on the purpose of their work.

When I think of inspirational examples of service, I look at our staff.

Almost all our staff are involved in extracurricular activities.

This is not something that they must do, it’s not a requirement or part of their job descriptions. But they do this because they fundamentally believe in giving young people the best opportunities and experiences.

6 | Term 2, 2022 www.principalstoday.co.nz

They know that it is often in these areas that students build memories, develop friendships, cultivate and enhance the inter-personal skills and the positive competitiveness that is required for our young people to flourish. They understand that giving up their time enhances our students’ sense of wellbeing.

How do you define community?

That’s a really good question. I suppose we start off thinking of community as our local geographical in-zone catchment area. However, we also want our students to develop a global perspective and engage in the world around them.

What opportunities for community service does Cashmere High school provide?

We have a variety of opportunities from various service councils, such as our Humanities and Sustainability Councils to our Cashmere Volunteer Army. These groups participate in everything from tree planting and river clean ups to advocating on local and global issues such as social justice.

Also, each year group adopts a charity or service group to support and engage with throughout the year.

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Learning Space | Educational Strategies

“This support… is crucial for ensuring the strategies do indeed reduce educational inequities, lift achievement and give all young people in Aotearoa the best life chances.”

Improving learning outcomes

By Natasha Parrant

Wellington-based St Brigid’s School teacher, Angela Sheldon, shares her opinion on the strategies.

The strategies are consistent, timely, and offer accessible professional development for Kaiako throughout schools in the country, she says.

Minister of Education Chris Hipkins and Associate Ministers of Education, Jan Tinetti and Kelvin Davis, stated the government wants to come up with a plan to help improve children’s learning outcomes in subjects such as literacy, maths, communication, te reo matatini, and pāngarau.

The two new strategies will hopefully support more teachers to have more confidence and knowledge in these subjects over the next five years.

The plan has been introduced to help improve how and what kids are learning at school.

The Ministry of Education (MoE) has listened to teachers, parents and experts in academic subjects on how to develop two new strategies to improve children’s learning outcomes.

Tamariki’s maths and literacy outcomes in particular need to improve, Jan says.

The MoE will achieve this plan by supporting teachers and ensuring they have the resources, skills, and knowledge to be great teachers.

Jan also says New Zealand must defeat the inequity in the system because tamariki can be good at these subjects if they have the right help and motivation from teachers and parents.

“The Literacy, Communication and Maths Strategy and Hei Raukura Mō Te Mokopuna will help ensure we reach our goals of making Aotearoa the best place in the world to be a child,” Chris says.

Aotearoa statistics show some tamariki find it difficult to learn these subjects and some minority communities, such as Maori rangatahi, are finding it challenging to learn because there’s a lack of resources, teachers and support.

The government plans to ensure no child is left behind. Kelvin says it’s important to put mokopuna first so they can experience success in their lifetime.

The plan also aims to make sure teachers become more confident in teaching a variety of subjects to tamariki and won’t set them up for failure.

The strategies are consistent, timely, and offer accessible professional development for Kaiako throughout schools in the country

Professional support will be provided for teachers to help make these subjects easier and more enjoyable for tamariki to follow.

PPTA Te Wehengarua president, Melanie Webber, responded to the strategies in a PPTA media release.

She says the “detail, delivery, and dedicated resourcing” will be what determines whether or not these two new strategies succeed.

“We haven’t had a literacy or maths strategy for 20 years, so we commend the government for these blueprints.

They are sorely needed.”

8 | Term 2, 2022 www.principalstoday.co.nz

Improving the current system is important because “too many students arrive at secondary school without basic reading, writing, and math skills,” she says.

Another positive aspect is the strategy highlights whanau engagement, which is important as there’s a lot of research/evidence that shows pupils’ learning outcomes are positively impacted when schools and whanau unite.

A 2020 UNICEF report released on the same week the strategies were released, on March 25th, which includes data from the National Monitoring Study of Student Achievement (NMSSA) in 2019, shows only 63 percent of Year 4 and 56 percent of Year 8 students were at or above the expected level of reading comprehension.

Angela believes there have been good and bad periods of tamariki’s maths and literacy outcomes in the past.

The amount of Year four pupils at or above the expected level of writing was 63 percent but decreases to only 35 percent by the time pupils are in Year 8.

“We have often ‘thrown the baby out with the bathwater’ and haven’t been encouraged to keep what has been working in our practice, instead, overhauling practice in what felt like change for the sake of change.

The strategies outline the importance of teaching a variety of subjects at a high quality that is understandable, easily accessible, and allows teachers to develop their skills.

“The strategies talk a lot about supporting educators, young people, schools and kura,” Melanie says.

“This support… is crucial for ensuring the strategies do indeed reduce educational inequities, lift achievement and give all young people in Aotearoa the best life chances.”

“We have had times where change hasn’t always been driven by clear/ good evidence. For example, the whole language approach of the 1980s and the numeracy project.

“We have also had periods of better outcomes for students in maths and literacy.

“For example, there was international interest in Marie Clay’s reading recovery programmme because of the good results we had in literacy at the time.

“Now, we need more than reading recovery to address the inconsistencies at school entry of skills, knowledge, and experiences.”

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Working Space | Student Life

The case against detention

By Rosie Duff

We all know that dealing with disruptive students in the classroom can sometimes be tricky.

Punishing the entire class for the actions committed by a handful of students was also seen as an ineffective method, and ultimately ended up creating resentment.

Indeed, handling discipline problems requires sensitivity and insight on part of the teacher, as causes for troublesome behaviour can vary.

Between talking in class, persistent use of electronic devices, and more seriously, physical and verbal aggression, there is no single cause leading to pupils misbehaving in school and, as such, there is no one measure that can guarantee good behaviour.

Up until 30 years ago, teachers in New Zealand had the legal right to physically punish their pupils for bad behaviour in accordance with the Crimes Act. This permitted every parent and every schoolmaster the right to use force by way of correction “if the force is reasonable to the circumstances”.

Fortunately, on 23 July 1990, corporal punishment was no longer allowed to be used by anyone employed by, supervising or in control of a school.

And thus, detention, suspensions and expulsions were used instead.

Generally speaking, this is the preferred form of discipline most teachers use today. It works well, for the most part. Except, of course, when it doesn’t.

In 2014, Dr Ruth Payne, a lecturer at Leeds University in the U.K, surveyed students aged 11 to 16 at a school in England to uncover their feelings towards such classroom punishments.

Her surveys quizzed students about how they would respond to a variety of disciplinary measures and what was likely to make them behave better.

The feedback from the students revealed that punishments that infringe on the kids’ time – such as losing their breaktimes or receiving detentions – don’t work.

Punishing the entire class for the actions committed by a handful of students was also seen as an ineffective method, and ultimately ended up creating resentment.

“Being spoken to in front of the whole class is seen as demeaning,” Dr Payne adds.

This is because, while students may learn that bad behaviour result in consequences, “they aren’t being taught to behave,” she explains.

Instead of changing behaviour, these established punishments create resentment and damage the relationship between the pupil and their teacher.

In all cases, teachers must remain calm and firm when addressing disruptive students. However, it is important to listen to what students have to say and make them feel understood.

Where pupils have misbehaved, teachers can utilise positivediscipline measures, rather than punitive, that are effectively aimed at helping pupils grasp what they have done wrong.

Instead of punishing misbehaviour with written lines at lunch time – or an after-school detention – how about asking students to write a reflection on their experience, and where they feel they’ve gone wrong.

Such reflective practices can allow faculty members and caregivers to better understand the root cause of a conflict, and thus assist the student in understanding and identifying a more positive course of action for similar situations.

Similarly, restorative practices – such as peer conflict resolution – teach students how to right the wrongs they have caused.

For example, if a student uses disrespectful language, that student will be taught to investigate why that language is harmful.

By conducting research first, the student can craft a more genuine apology to the offended party.

Finally, logical consequences are a method used by teachers in place of punitive measures, wherein students are gently instructed on how to correct their errors.

So, if a child draws on the wall, they are then instructed to clean it up.

The intent is to convey the lesson that every action has a reaction.

This fosters a sense of individual responsibility and encourages students to make better choices.

Providing healthier alternatives to traditional punishments, these measures promote stronger learning communities, and better-equip students with the interpersonal skills necessary for success later in life.

Most importantly, to effectively implement positive discipline, faculty members need to remain clear about what their expectations from students are and acknowledge positive behaviour.

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Learning Space | Skill Development

The written word

By Megan Dunn

Digital enablement has transformed and revolutionized our world.

It has seen the invention of miracle devices - those which have the ability to radically change our lives; typewriters, phones and of course, the computer keyboard.

However, regardless of the wonders of these advancements, they have failed to fully eradicate the basic need for handwriting skills in everyday life.

It’s a basic tool necessary for a plethora of everyday things; writing notes, signing documents, taking tests or journaling.

Arguments surrounding the necessity of handwriting today compares to other critical theories relating to the takeover of technology.

Hard copy books and book stores were predicted to die in the rise of the digital age with the introduction of E-books and Kindles. Nonetheless

books persisted and new data has shown the physical purchase of books is actually on the rise whilst E-book sales are decreasing.

Plus, the benefits of reading are unmatched and plentiful, as well as giving people a sound reason to escape their screens, something many relish today where our time on screens seems to dominate our free time.

The same argument stands with handwriting. It may be slower than typing and certainly doesn’t have spell check, but the intrinsic value and learning benefits are unmatched.

It is incredibly important for long term academic success. The brain engages differently when we write something by hand as opposed to typing it on a keyboard or by touching a screen.

Studies have also backed up the claim that writing improves memory, students are seen to retain learning better when working with new ideas through handwriting instead of typing.

Furthermore, it heavily reinforces correct grammar, something many kids are completely lacking.

With so many learning resources being available online and screentime dominating education and playtime, it comes as almost no surprise that New Zealand kids’ literacy levels are dwindling at alarming levels.

A 2020 UNICEF report found that only 64.6 percent of Aotearoa’s 15-yearolds have basic proficiency in reading and maths. Turning that around, a staggering 35.4 percent - over a third of 15-year-olds – struggle to read and write.

A recent report from The Education Hub think-tank, Now I don’t know my ABC - the perilous state of literacy in Aotearoa New Zealand, shows that in writing achievement large numbers of New Zealand children have significant issues with writing, and that these issues are getting worse over time.

Dr. Nina Hood, author of the study and founder of the Education Hub, is of the opinion that while technology has affected handwriting skills, it is not solely to blame.

She acknowledges that the mainstream use of computers and tablets is having an impact on

handwriting, but perhaps more importantly, it is the perceived views on the importance of handwriting which is of main concern.

As per her research, the data on this are complex and suggest that, in education, how and by whom devices are used is as important as how often devices are used.

For the past 20 years, Aotearoa New Zealand has lacked a national literacy strategy meaning there is no clear, co-ordinated plan for how all parts of the education system need to work together to improve literacy achievement, which partially explains how we ended up here.

As we navigate education through a technological lens, it seems more important than ever to understand that technologies have evolved into being more than just a tool - they are now an extension of ourselves, something that we assign meaning and experiences to.

Educators and children alike need to be encouraged to establish similar positive meaning in traditional literacy methods such as handwriting.

www.principalstoday.co.nz Term 2, 2022 | 11

Learning Space | Technology and Behaviour

Digital addiction

Suggestions to help teens manage smartphone and social media use include: Physicians – Recommend teens reduce social media use rather than eradicate it completely.

Encourage parents to be part of the conversations.

By Rosie Duff

From love and support to acknowledgement and respect; attention comes in many different forms. And like many things, we all crave and need attention to a certain degree.

But in today’s digital world, wherein we’re continually exposed to a seemingly endless stream of distractions, it can sometimes feel tricky to stay focused on one singular task.

So much so, we can often inadvertently find ourselves devoting our precious attention to multiple things at once.

More importantly, when it comes to our quality time, social platforms, such as TikTok and Facebook, are increasingly becoming the leading recipients.

Although we might like to think this is through our own conscious decision-making, it’s been revealed that companies are deliberately hooking users by developing products that trigger biological changes in the brain and compel continued use.

If you need further proof, here’s a quote from 2017 made by Sean Parker, the first president of Facebook, explaining that during development, the objective was: “How do we consume as much of your time and conscious attention as possible? … And that means that we need to sort of give you a little dopamine hit every once in a while, because someone liked or commented on a photo or a post or whatever.”

Now, this begs the question… why does a free service, such as Facebook, want our attention so badly?

To put it simply, “On Facebook, we’re not the customers. We are the product,” media theorist Douglas Rushkoff explains.

Effectively, these companies provide these ‘free’ services to gain access to our private data (aka the real product), which is then sold back to advertisers for big bucks.

Hence, why these corporations make their platforms so addictive – it keeps us coming back again and again.

As always, the biggest concern pertains mostly to the younger generation.

Parents – Discuss appropriate smartphone use with teenagers to determine together how to reduce risks and set boundaries. Model responsible smartphone use.

A recent survey from Netsafe showed 40 percent of Kiwi teens use five or more social media platforms, while a third of them spend four or more hours online in an average day.

Indeed, while these conglomerates are busy profiting off our digital addictions, according to a 2019 study commissioned by the Canadian Medical Association Journal, rising rates of teenage depression and suicide are increasingly being traced back to screen time.

Schools – Negotiate developmentally appropriate smartphone use in the context of a relationship built on mutual trust and respect for autonomy. their emotional well-being,” says lead author Dr. Elia Abi-Jaoude.

Partner researcher at Microsoft Research, Danah Boyd, acknowledges that children are participating in the attention economy just like us adults.

Her advice to young people is to “question everything.”

This comes as no surprise, as naturally, social media can increase feelings of loneliness among teenagers who naturally feel left out when seeing any of their friends’ online posts.

“Question the underlying dynamics about every system that they’re a part of, who has power in this system and whether or not they’re trading off something that they can live with,” she says.

“Physicians, teachers and families need to work together with youth to decrease possible harmful effects of smartphones and social media on

And in terms of maintaining autonomy in an attention economy?

Like with anything, “where you direct your attention to matters”, Boyd says.

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Working Space | Life in the Classroom

Hitting stress for six

How clear boundaries protect your hauora

Rob Clarke

CEO of Learning Architects

Do the constantly shifting priorities and demands of leading a school ever make you feel like you keep taking two steps forward and then three steps back?

If so, then you are not alone.

Leading a school is a psychologically and emotionally challenging job at the best of times, and there’s no doubt that in the past two years, without any notice, it got a whole lot harder.

In the last issue I wrote about how important it is to ‘put your own oxygen mask on first’ and to actively take steps to protect your hauora.

Now, I want to highlight another of the factors in protecting your hauora - ensuring you maintain healthy boundaries that support you to thrive.

Why boundaries are important Commonly thought of as physical, especially in terms of protecting ‘personal space’, boundaries help us to manage our relationships in different situations.

However, they are much more than just the limits to our personal space.

They are also mental and emotional, and they straddle our personal and professional lives.

Rarely are your boundaries physical barriers that are clear for others to see.

And also, it is quite possible - even if you know where they lie, that they are not always ‘front of mind’ for you either - especially in times of high pressure.

For example, when was the last time you were intentional about leaving your laptop at school and having a night off from email?

Has it been a while? If so, it’s probably a sign that a boundary is being stretched!

The degree to which you create healthy boundaries that encourage a balance between the professional demands of your role and your personal life has a dramatic impact on your effectiveness.

Essentially, they enable you to live a healthy, sustainable and fulfilled life.

This is why it’s important to consciously work to protect the boundaries we have in place, and critically, if we don’t really have any, create some that support us. Even something as simple as making sure that you avoid checking your social media feeds multiple times a day can make a big difference.

Unfortunately (and this might even be you), too many of us know of colleagues whose wellbeing has been under threat at some point.

This could be due to challenging circumstances in their school, or how they are managing the pressures of the job, but whatever the cause, it is likely a good indicator that their boundaries are out of kilter.

How to tell when your boundaries are out of sync A lack of boundaries can lead to emotional and physical fatigue which over time creates a lessened sense of resilience and wellbeing.

However, boundaries are different for different people, which means so too are the signs that your boundaries are out of sync.

One of the easiest ways to tell if you need to improve your boundaries is that you’ll feel unbalanced and stressed. You might feel tired all the time, or find it hard to think clearly.

For example: • Do you find others interrupting you throughout the day and that pile of ‘to dos’ starts to feel like it’s snowballing?

• Does having to manage unexpected updates or changes to MoE guidelines leave you feeling

14 | Term 2, 2022 www.principalstoday.co.nz

stressed about the tasks you thought you could do and have now bumped further down the list?

• Do you ever find yourself checking your phone or email when meeting with others, or at home?

• Do you find yourself checking your emails multiple times every hour?

• Are you working at home every night after dinner?

Know your strengths and acknowledge your weaknesses Different types of boundaries are important for different people. Do you know what you need in order to get the very best out of yourself on a daily basis?

The answers to this question are a clue to the sorts of tasks in which you excel; they also provide insight into any potential blind spots which you might need to manage, if you are to avoid overdoing it.

In order to get the best results on a daily basis, it’s useful to know: 1. What you are naturally really good at.

2. The area(s) in which you need help or support.

If you can take action on each, then you will likely find it easier to thrive.

For example, if you are: • A highly strategic thinker, you might be amazing at coming up with solutions to problems, thinking ahead, or creating innovative strategies and visions. If this sounds like you, how do you ensure that each day you have time for doing your best thinking, as well as clearing your busy head?

• Someone who connects with and senses feelings of others, how do you ensure that the feelings and needs of others don’t overrun and impinge on your feelings, draining your emotional reserves? In short, how do you protect yourself emotionally from others’ feelings?

And further to this, how might you decompress at the end of a day?

• The type of person who loves to get things done and work extremely hard to finish things, how do you know if you are doing the right tasks? And if in your school, your staff do the right types of jobs based on what they are naturally good at? How do you identify what to say ‘no’ to, or when to stop and recharge?

Or learn to accept that we all do things differently (ie know when to relax).

Take time to reflect and reset While we all have different boundaries, no one wants to crash and burn, and/or leave others to pick up the role if we get sick and need time out to recover.

By limiting your exposure to stress, you are able to give yourself a sense of autonomy, which is really important to promoting wellbeing.

So, what can you do about it and what is important for you?

Sally Baker, a UK-based therapist, says that setting boundaries is beneficial because it enables you to place “limits on your exposure to stress and the [body’s] production of adrenaline and cortisol [the stress hormone],” Baker says. “It protects your mental well-being.”

Working Space | Life in the Classroom

So, in this sense, part of being an effective professional is about setting boundaries that enable us to do our best work, relax and recharge at the right times, as well as establish patterns that support our resilience and our ability to thrive.

Do it yourself • Proactively prioritise activities - to replenish your physical and mental energies every day. Plan this routine into your week and stick to it. Make sure this is built into your Professional Growth Cycle/Appraisal. If necessary, block out time in your diary to do this and let people know that you are unavailable. This is time for you.

• Limit work encroaching into personal time - while this has certainly been challenging to achieve in recent times, can you give particular tasks like communication with staff/board/ community a finite time frame and diarise it for the same time each afternoon or week? Or can you get help from others to summarise complex communications before deciding what goes out to the team?

• Control your tech use - just as gas will expand to fill an available space, technology will interrupt you as much as you let it. Try turning off notifications on your phone, or even better, leave work email off your phone and only check emails once

or twice a day. What else can you turn off or leave behind?

• Trigger + response = habit when you recognise things that cause you stress, you can learn to manage them, or avoid them altogether. Examining your triggers and your responses to them will give you insight into your habits.

For example, if you find yourself overworking to prepare for that upcoming Board meeting, what is it that is causing you to feel the need to get it all right?

• Better communicate your needs - this is a great way to show vulnerability. It models that you are human, which can lead to increased understanding and trust.

Share the load • Confide in people you trust - take advantage of the power of external perspective. For example, you might have a colleague or team member (such as your DP) who you can ask for feedback on whether they see you as a balanced person whose boundaries are in sync, or if you are a ‘possum in the headlights’!

• Re-assign your energies - when you are faced with multiple tasks, what can you move and defer, or reassign? For example, do you have a DP who can help with the communications from MoE, or can you work with neighbouring principals?

Different types of boundaries are important for different people. Do you know what you need in order to get the very best out of yourself on a daily basis?

• Re-align shared expectations help your key stakeholders (staff and importantly, your Board of Trustees) understand and readjust their expectations. When your Board is ‘on board’ with this, it will relieve the pressure you are under. It doesn’t all have to get done.

• Set organisational boundaries - for example, would your staff or community benefit from knowing when it is okay to contact one another, and how best to do so? Do your staff know when you should not be interrupted?

• Look out for others whose boundaries are out of kilter identify those in your workplace who could improve their

boundaries - expect improvements and coach them towards this, it will pay off. This will also help you to practice what you preach.

Strengthen your boundaries and thrive Having clear boundaries provides you with a means to take care of yourself; to build up your resilience, and to protect you when times get tough.

So, if you find there is an imbalance, what might you do to refocus and re-calibrate? Only you can make the changes necessary so that you can truly thrive. So, what existing boundaries might you strengthen and what new ones might you create?

Making small, incremental changes to your boundaries today will help create a more sustainable tomorrow.

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 students.

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echnology 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, offer special school prices on a full range of machines suited to the demands of the modern classroom.

We do not sacrifice on the quality or robustness of our machines, we believe that a machine that lasts is the right investment to make in schools.

Machines in classrooms need to be durable and user friendly but also suitable for all students from Year 7 through to Year 13.

We still have the heart of the BERNINA machines that teachers, and students, have loved and trusted for decades

but with technology that is advanced enough to keep students engaged during class.

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

Through our association with HETTANZ, BERNINA offer training to help your teachers get the most from their machines and we have a nationwide network of trained BERNINA Service Centres to ensure your machines are kept in the best condition and last.

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o discuss your schools sewing needs, or for more information contact your local BERNINA Sewing Centre or call BERNINA NZ on 0800 701 818 or email info@bernina.co.nz

www.principalstoday.co.nz Term 2, 2022 | 15

Feature | Lincoln University

Student potential flourishes at Lincoln University At Lincoln University, students cultivate their potential and grow their career opportunities in a world-class learning and research environment that prioritises using the planet’s resources wisely and sustainably.

Growing great careers Lincoln’s specialist programmes focus on the country’s largest export sectors, from agriculture to tourism, agribusiness, food production, property management, and more.

Students gain the expertise to make meaningful contributions to society at local, national and global levels, with Lincoln graduates helping to shape environmental policies, develop sustainable practices in a range of sectors, and solve issues relating to utilising resources.

Hands-on practical experience is key to a Lincoln education, as are opportunities for involvement in cutting-edge research projects.

with employers, meaning that students often secure jobs before even completing their qualifications.

Te Waihora campus The learning begins at Lincoln’s picturesque Te Waihora campus, where students join a thriving and inclusive community, meeting likeminded people and forming lifelong friendships.

of student life featuring a large café, mini-theatre, work and collaboration spaces, comfortable seating areas and a games zone all surrounded by a garden courtyard.

The university recently welcomed a group of secondary school careers advisors from all over the country to visit campus, where they were shown a range of state-of-the-art learning environments and research labs.

In its design phase, Grounded was heavily influenced by student feedback, resulting in a space that reflects the particular needs and preferences of a world-class student experience.

Small class sizes mean that lecturers get to know their students by name, making for a truly thorough learning experience, where personalised assistance is always close at hand.

They also visited recently completed campus development projects, including Whare Hākinakina | Lincoln University Gym, and an Agricultural Sciences Building that houses cuttingedge research facilities, labs, offices, collaboration spaces, and social areas.

Strong partnerships within the industry offer invaluable connections

Another important campus location is Grounded, a vibrant and bustling hub

Support for students A top priority at Lincoln University is supporting students to achieve their best and make the most of their tertiary experience. A wide range of support services is available, beginning with the Lincoln University Students’ Association (LUSA); the Maori students’ association, Te

Awhioraki; and the Pasifika students’ association, LUPISA. Additionally, Inclusive Education services are available for those with injuries, disabilities or illnesses, a campus Student Health & Support service provides medical care and counselling, and a dedicated oncampus wellbeing team works hard to deliver a broad range of initiatives aimed at keeping students happy and well during their time at Lincoln.

Study assistance is available via the Learning, Teaching and Library team, who offer comprehensive learning support and access to an extensive collection of online and print resources.

Learn more about Lincoln University at www.lincoln.ac.nz

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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. enquiries@fatweb.co.nz | 0800 FATWEB | www.fatweb.co.nz

16 | Term 2, 2022 www.principalstoday.co.nz

www.principalstoday.co.nz Term 2, 2022 | 17

Working Space | Nutrition

Eliminating the sweet stuff Introducing a healthy drink-only policy in primary schools Te Tāhuhu o te Mātauranga Ministry of Education (MoE) is publicly discussing proposals to introduce new rules where primary school pupils will only be given healthy drinks by their schools, such as water, milk, and non-dairy milk alternatives.

The reason why this proposal has been introduced is that New Zealand health statistics show many children are having issues with decaying teeth by the time they reach their final year in primary school, which is Year 8.

This issue has brought New Zealand’s historical inequities to MoE’s attention as these decaying teeth rates are higher for Pacific and Māori pupils.

Sweet drinks are cheap, easily accessible, and addictive, which doesn’t favour young children.

development that healthy habits can be encouraged, the better.”

The public discussion is good because it gives schools, kura, parents, and health professionals the chance to educate others on the topic and leaves people feeling openminded about the situation.

Only a few secondary schools have a healthy drinks regulation implemented. However, the government is in the process of considering introducing the same sort of policy in more secondary schools someday. will come to an end on January 1st, 2023. The NAG wants every school board to promote healthy eating and nutrition.

Slowly but surely, primary schools have started to provide children with healthy drinks and/or wateronly regulations.

As a result, sweet sodas like CocaCola, which has about 10.6 grams of sugar per 100ml, are why there’s more than a quarter of children’s sugar intake in the country.

MoE stated they’re proposing to change NAG 5g into a legal obligation and add another new commitment, which means school boards can only provide healthy drinks in primary schools – no fizzy options at all.

New Zealand’s current National Administration Guideline (NAG) 5b

This proposal has been presented as it’s important to keep children’s teeth

and overall health in good shape, as this will help decrease the chance of children experiencing obesity, which has become more problematic over the recent years according to the ministry.

Minister of Education, Chris Hipkins, says this new regulation (if it came into effect), would not affect what sort of food the children had in their lunchboxes or drink bottles, as that is up to the schools themselves.

“Promoting healthy food and drink in schools is common practice in other OECD countries. Evidence also shows the earlier in a child’s

Before doing so, the MoE wants to hear from the government what obstacles might be in the way of a similar introduction.

The consultation regarding only providing healthy drinks in all primary schools in New Zealand closes at midnight on Thursday, June 2nd, 2022. Anyone can make a submission by clicking on this link: www.consultation.education. govt.nz/te-puna-kaupapaherepolicy-governance-legislation-andaccountability/promotion-andprovision-healthy-drinks-in-schools.

If Cabinet agrees, then the new obligation would commence from Term 1 in 2023.

Fulton Hogan Nelson Fulton Hogan is a family owned business, committed to ensuring the work we do today will make a real difference to the lives of our people and customers, the communities they call home, and the world we live in, tomorrow.

We have been in the Nelson Tasman region for over 50 years and our team offer practical and affordable solutions to help make the best of the driving, pedestrian, and playground surfaces throughout the Top of the South.

layouts of your design. All our products are available in flat or antiskid options and include a wide range of colours.

Our surfacing team are adept at laying new asphalt, concrete, and drainage with as little disruption as possible. From small carparks to complete playgrounds, we can lay a new surface that will stand up to the wear and tear of vehicle and foot traffic.

The safety of our people and those around our work sites are of paramount importance to us.

Our traffic management teams cover many areas, from public road works and events, to small confined site works where the safety of passing pedestrians and cyclists are a major consideration.

Living Safely is a pillar of the Fulton Hogan philosophy.

Our linemarking team is the largest in the top of the south, as well as roading our linemarkers can set out and paint carparks, school yards, playgrounds, cycleways, and sports facilities such as basketball and netball courts. We offer various coating systems and can rejuvenate existing layouts or create new

Fulton Hogan have completed works at dozens of schools in the Nelson, Marlborough, and Tasman regions successfully and safely. We frequently collaborate with schools to provide custom playground designs, and can even involve the children by educating them about the plant and machinery we use.

18 | Term 2, 2022 www.principalstoday.co.nz

Some of our past local projects include: • Appleby School Carpark • Appleby School Playground Marking (Four Square, Snakes & Ladders, Giant Chess) • Takaka High School Pedestrian Layout • Lower Queen Street Medical Centre Carpark • Brightwater Footpath Atoms (Thermoplastic) • Brightwater School Resurfacing and Playground Marking (Soccer Pitch, Hopscotch, Four Square).

We consistently satisfy large contracts as well as small private works with the same professionalism and quality that the name Fulton Hogan has become synonymous with.

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www.principalstoday.co.nz Term 2, 2022 | 19

Working Space | Energy Efficiency about the programme and a list of accredited professionals, go to the New Zealand Green Building Council website: www.nzgbc.org.nz.

Getting ready for winter

As the cold starts to bite, so do heating bills. Hence energy efficiency needs to be designed into both new buildings and existing buildings and systems at schools.

The most cost-effective time to improve energy performance is at the design stage of a new building. Consider energy efficiency in any building project, including an upgrade.

Look at the entire life cycle of products and building systems. You can then make decisions on which

• • • •

Upgrading or converting coal heating systems Many schools with boilers and central heating use coal. Generally, it’s a relatively cheap energy source.

However, because of tougher local emissions standards and concerns about pollution and greenhouse gas emissions, many schools are considering replacing or decommissioning coal boilers.

heating and cooling systems to use in terms of their whole-of-life cost.

Whole-of-life considers the costs and benefits of getting the best performance, reliability and safety over the life of an asset.

The best value for money might be in a high-performance building ‘envelope’. In this way, energy efficiency is incorporated in every aspect of the building design. The aim is to reduce the need for heating and cooling as much as possible.

GreenStar-rated schools A number of New Zealand schools now have GreenStar ratings for sustainability. For more information

Switching to renewable wood energy may be a cost-effective alternative to coal. Most coal boilers can be converted to burn wood fuel. It tends to be a cost-effective option for heating the whole school. Although its costs vary by region, wood fuel has lower ongoing energy costs than natural gas or electricity.

Installing energy / building management systems

An energy manager or auditor can advise you on how long it would take to recoup capital costs through energy savings.

Simple steps to energy efficiency There are many small, low-cost things you can do to make efficiencies at your school. For example, one important thing is raising awareness, in particular, encouraging people to ‘switch off’.

In most schools, heating takes up around half of all energy use. Some tips for increasing efficiency include: • Ensuring windows and doors close snugly • Making the most of passive heating by ensuring north-facing windows are clean

Energy or building management systems are information technology (IT) systems and software that can completely automate the energy use of a building. They: • Switch power to different appliances and areas of a building on and off as needed

• Ensuring you have good insulation and ventilation

• Work with heating, lighting, IT and other energy uses.

Information supplied courtesy of: www.education.govt.nz.

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A number of systems suitable for schools are available. Their upfront costs are quite high, but they can cut energy costs significantly.

• Having a plan to insulate all rooms and double-glaze when you upgrade • Using blinds to screen out sun in rooms that can overheat.

Inspire your students career choices in 2022!

In-Person & Online

2022 NZ Career Expo Schedule: Wellington Expo - Friday 13 - Sat 14 May, TSB Arena.

Christchurch Expo - Thursday 26 - Sat 28 May, CHCH Arena .

Dunedin Expo - Thursday 2 June, Town Hall.

Hamilton Expo - Sunday 12 - Monday 13 June, Claudelands.

Palmerston North Expo - Friday 17 June, Central Energy Trust Arena.

Hawkes Bay - Tuesday 21 June, Pettigrew Green Arena. Napier.

Auckland Expo - Thursday 30 June -Sat 2 July, The Cloud.

Book your school attendance today! careersexpo.org.nz

CareerWise is one of the fastest growing careers services in New Zealand and has proven to be an extremely valuable tool for school career advisors across the country! Our recent brand and product update has seen more schools start using CareerWise and soon we see ourselves being in secondary schools all around New Zealand! If your school is not currently using CareerWise, we’d love you to get in touch and become a part of our growing community.

CareerWise allows your school to have its very own up to date careers website, where your careers team can add and share the latest information to the students at your school.

What makes CareerWise so unique is the ‘CareerWise Cloud’, this is an online collaborative space where career advisors, businesses and tertiary providers share careers information, which is visible to every school career advisor using CareerWise.

Career advisors can then pull down any information from the Cloud that they believe is relevant to the students in their school, making it a single stream

The online expo is a year-round interactive experience. Your digital source of regular updates, articles and resources, with a growing list of features.

Thanks to our partnership with CareerWise, our new Online Digital Expo is providing students and career advisors with access to hundreds of exhibitors all year round!

With our two digital career services combined, we make the largest Online Digital careers platform in New Zealand!

of content from universities, businesses, and so much more!

Our platform is designed to be easy to use, and guaranteed to save advisors time while increasing student engagement.

Now all the online professional listings in the NZ Careers Expo automatically get their posts shared to the CareerWise Cloud, making their content visible to school career advisors all around New Zealand!

From the professional listings admin panel, they can see how many times their posts have been pulled down from the Cloud, as well as the amount of students it will reach! The results will be sure to impress, and is a fantastic way for our professional exhibitors to boost the reach of their posts. www.principalstoday.co.nz Term 2, 2022 | 21

For more information: The NZ Careers Expo - mark@careersexpo.co.nz / CareerWise - christina@digitaljourney.org

Design your own The team at Wairarapa Dream Clean understand that a tidy home is indeed a happy home.

Established in 2017, Wairarapa Dream Clean has a team of amazing cleaners, who provide an honest and trustworthy service throughout Wairarapa.

So, whether you have a property in Tora or Eketahuna (or anywhere in between) we can service your property.

We use a variety of eco-friendly products including Bar Keepers Friend, Ecostore and Norwex and we even sell the products we use so that you can keep your house sparkling in between your regular cleaning visits.

We can tailor our services to suit you using our professional cleaning services and our friendly and approachable cleaners.

Let’s meet to discuss your needs and tailor a clean to suit you. We can come to your home or office and make a plan that suits your requirements.

Get in touch with us today to design your own dream clean and book a time.

The process • Book a time for us to come and visit you to see your home and your needs • A quote will then be sent to you • Once agreed to, you will be given a contract to sign with terms and conditions agreed on by both parties • Meet your cleaner and arrange a time for the cleaning to commence Regular cleaning will be approximately the same time each clean • Keep in touch, we are here to help.

dream clean Our domestic services include: • • • • • • • • • • • • • • • •

One-off or custom cleaning: • • • • • • • • • •

We can tailor our services to suit you to provide your “dream clean” using our professional cleaning services and our friendly and approachable cleaners.

22 | Term 2, 2022 www.principalstoday.co.nz

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Oven cleaning Spring cleaning Exit cleaning Window cleaning (single dwelling only) Professional organisation Minimising of clutter Work one-on-one with client Drop off or arrange pick-up and delivery of laundry In home laundering and ironing Holiday home / air bnb cleans

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Our services Below you will find a list of the services we provide to our clients. If you want a service and you can’t see it on the list, please contact us to see if we provide it.

Bathroom Kitchen Lounge Bedrooms Vacuum Mop Dust hard surfaces Remove visible cobwebs Wiping all surfaces including whiteware Clean toilet, shower, bath vanity and mirror Polish taps Light switches Door handles Skirting boards Wall spot cleaning Windows inside and out (single dwelling only)

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www.principalstoday.co.nz Term 2, 2022 | 23

Working Space | Conflict Resolution

Losing face On April 13th, COVID-19 Response Minister, Chris Hipkins, announced that all of New Zealand would move to the orange light traffic setting from 11.59pm on April 14th.

At orange, some masking requirements are lifted – most notably in schools – though for the most part, are still encouraged.

Health experts from around the nation suggest that removing mask mandates in schools as the country moves to orange is “disappointing”.

This is because some parents and caregivers contend that masks are potentially interfering with student’s social developmental skills.

Recognising emotions is the cornerstone for how we interact, socialise, and resolve conflict with others. Unsurprisingly, children are better able to identify emotions in uncovered faces compared to masked faces.

But are masks really stunting pupils’ ability to positively communicate with one another?

Marina Bedny is an associate professor at Johns Hopkins University who studies brain development in people who are blind.

Weighing in on the classroom debate, she feels that wearing a mask is not something that would, to her, seem like it would “matter at all for a child’s development.”

“We tend to underestimate how flexible our mind and our brain is.

“We’ve found that people who are blind have some superior abilities at understanding spoken sentences… perhaps because language is such an important source of information,” she reasons.

With that being said, teachers and students may need to prompt themselves to communicate their feelings more using words when masked, rather than relying on their facial expressions.

This can vastly lessen the chance of misunderstandings and conflict arising.

Lynn Perry, an associate professor in the psychology department at the University of Miami is part of a team that has been monitoring speech development in pre-school students since before COVID-19 arrived.

The team compared a group of students from early 2020, before

masks arrived, with a class in 2021, wherein they found no change in the amount of language production.

Mandate decision was no surprise

“We’re seeing really similar amounts of talking, vocabulary development, language growth, language development, with or without masks,” she says.

The Government’s decision to remove vaccine mandates for education workers comes as no surprise, says PPTA Te Wehengarua president, Melanie Webber.

Here in New Zealand, developmental and community paediatrician Dr Jin Russell acknowledges that there is an educational, social, and developmental cost to wearing masks.

“PPTA’s support of the mandates stemmed from our policy, led by members, that we would support public health advice around COVID-19.

However, this needs to be balanced against the price of lots of viral illnesses circulating which could subsequently impact students’ inperson learning time.

“We supported the mandates as the best means of keeping teachers, students, and their communities, particularly the vulnerable, safe against a raging and deadly global pandemic.

She reasons that despite no longer being mandatory for pupils in year 4, and upwards, wearing masks in schools should still be “strongly recommended” – as they are an essential component of a “multi-layer approach” to minimising the spread of Covid.

Russell believes that schools should maintain a strong mask-wearing philosophy while at orange, which could then be re-evaluated following what may be a “particularly difficult” winter, when viruses naturally thrive, and healthcare services are stretched.

“Children will have lots of other opportunities for mask-free time when outdoors and outside of schools,” she says.

Whether pupils are masked, or unmasked, maintaining regular check–ins with students as to how they’re thinking, feeling, and behaving regarding masks is perhaps the most important takeaway from this.

Ultimately, keeping open lines of communication will help parents and schools respond more effectively to their pupil’s needs.

24 | Term 2, 2022 www.principalstoday.co.nz

“For us, the mandates were always about protecting ourselves but equally importantly trying to prevent young children, elderly and those who are immunocompromised, from being infected.

“While the vast majority of secondary teachers were vaccinated before the mandates were introduced, the requirement meant that vaccination rates across the education sector rose significantly, and we are now at the stage where the mandates have done their job and are not needed any longer.

“The removal of them is a decision that has been made based on the best public health advice.

However, this does not mean a return to any sense of normality at the moment.”

Melanie says the mandates had been extremely difficult for the relatively small number of secondary teachers who chose not to be vaccinated.

“With teacher shortages continuing in secondary, it is likely that many of these teachers will be able to find new jobs in education now they are able to return.

“There will certainly be plenty of opportunities for relief teaching as schools continue to be hugely affected by Omicron.”

Melanie says schools will need to work through details related to the employment of unvaccinated teachers.

“And they will need to support staff, particularly those who are immuno-compromised or have underlying health conditions, who feel anxious about working alongside unvaccinated people.”

This will need to be worked through on a school-by- school basis but we hope there will be some clear national guidelines that schools can follow.

“The mandates are just one element of the huge disruption COVID-19 has wreaked in school life over the last two years.

“Teachers have risen swiftly and impressively to the challenges of COVID-19 but there is no doubt the pandemic has really taken its toll on students and teachers.

Hopefully there will be light at the end of the tunnel soon.”

Feature | Fair Way Resolution

Harness the power and opportunity of conflict Our collective COVID-19 journey has created an unprecedented level of change and uncertainty across both our personal and professional lives for the past two years. The strong leadership of Principals and their staff has meant that our young people have continued to learn and grow, despite the uncertainty.

The education sector has responded by leaning into its values of whakamana, manaakitanga, pono and whanaungatanga1 to guide decisions and manage the constant complexity that this pandemic has presented.

Crisis creates a sense of collaboration and drives innovation. We have become more agile out of necessity and because it was asked of us; the vast majority of educational organisations have delivered. Schools have responded to the demands of lockdown by embracing online classrooms, creating innovative ways to connect with learners and support student achievement.

Crisis also creates overwhelm.

Overwhelm is the sensation: “That our lives are somehow unfolding faster than the human nervous system and psyche are able to manage well.”2 This contributes to feeling ‘compassion drained’. While conflict and its management are norms within school communities, mandates and the additional pressures we are facing as we transition to living with COVID-19 have added a difficult dimension to the conflict.

Maintaining a balance between procedure and acknowledging emotion in conflict is challenging and exhausting. With many leaders operating at capacity, ensuring that they have the resources to provide robust conflict management processes can be a struggle. The danger of this is that conflict is avoided rather than managed or that a course of action, once embarked on, proves to be more complex and time consuming than initially expected.

Delays can also cause further difficulties, and the sooner conflict can be resolved, the less damage it can cause and the lower the overall financial and emotional cost.

By embracing conflict as an opportunity for growth and change, we can choose to reintegrate in a way which sets our schools up for success, instead of allowing the disharmony to ripple through our communities. Having the right skills and support to harness the opportunity, take appropriate action and react accordingly will strengthen relationships and enhance your organisational culture. Acknowledging that the specific skills required to manage crisis-generated conflict sit outside of your BAU provides yet another opportunity to innovate.

At Fair Way, our expertise is in providing appropriate conflict management and processes to help organisations, including: •

Conflict coaching and training for leadership

•

Support to help resolve disputes quickly and cost-effectively

•

Using the principles of restorative justice to inform conversations with staff or school community members who feel marginalised

by COVID-19 changes

•

Future-oriented mediations that respectfully address workplace issues

•

Investigations that lead with dignity and provide clarity for complex issues.

Fair Way partners with the sector to help frame and support how you show up in conflict. Working alongside your community, aligning with your

values, your culture and your people, our experts will help you to design a bespoke process that is independent, fair and optimises the chance for an enduring resolution. In addition, Fair Way helps organisations to identify the hooks, triggers and causes of conflict, rather than just working towards a settlement.

By taking an approach that embraces the whole community, Fair Way works with schools and educational organisations to help calm things down and navigate conflict. Kia tau, the words in our logo, mean ‘to calm’ and this reflects our commitment to the principles of Te Tiriti O Waitangi, which underpins everything we do.

Whether you’re facing a dispute between a teacher and a parent, an issue involving the board or an employment situation pertaining to COVID-19, we will complement your existing approach and help to bring harmony to the discord.

If you would like to find out more about how Fair Way can help to calm your conflict, including supporting difficult conversations and cost-effective mediations, please get in touch via workplace@fairwayresolution.com or 0800 77 44 08.

Fair Way’s practitioners are fully accredited through either the Arbitrators’ and Mediators’ Institute of NZ (AMINZ), NZ Law Society or the Resolution Institute and we have many years’ experience in education-based disputes. One of the greatest gifts people can give each other during crisis is a consistency and certainty in how they will show up, respond respectfully, and follow through on process. We help people in conflict to move forward.

1 Our Code, Our Standards: Teaching

Council of Aotearoa New Zealand

2 John Kabit Zinn (referenced from Brene

Brown: ‘Atlas of the Human Heart’)

www.principalstoday.co.nz Term 2, 2022 | 25

Working Space | Risk Management

Comprehensive school insurance If you are a State or State Integrated School you can choose to use the Ministry of Education Risk Management Scheme (RMS) for insurance of your school’s contents, liability and cyber risks.

In doing so you will join the majority of eligible schools in New Zealand who are already members.

Costs are extremely competitive too – the levy (premium) for the RMS gets taken out of your school’s operational funding each quarter.

The levy is currently $10.50 per student/per annum and that hasn’t changed in 10 years.

Joining the scheme is as simple as completing the form available on the Ministry website or calling Marsh.

For things not covered by the RMS, you want to ensure your school’s insurances are arranged correctly, to minimise any overlaps or gaps in cover. Here’s where Marsh education specialists can help.

Marsh’s Ancillary School insurance programme Marsh is the appointed insurance broker to the Ministry of Education and also provide an ancillary school insurance programme, exclusively designed to wrap around the assets and risks which are not covered by the Ministry’s RMS. Marsh’s ancillary programme provides insurance cover for, amongst other things: • Board of trustees or community owned buildings, artificial turf, shade structures, Maori carvings, etc • Motor vehicles such as school vans and cars • Powered boats and yachts • Domestic dwellings cover for houses that are the responsibility of the school to insure • Travel (overseas cover for pupils and staff on educational or study trips) • Studentsafe International Pathway (travel and health insurance policy available exclusively for school and college students travelling to New Zealand to study)

• Cover for alterations to existing buildings or construction of new buildings not insured by the Ministry.

In summary Having a combination of the Ministry’s RMS and Marsh ancillary insurances your Board can rest

Appointed insurance broker to the Ministry of Education From Contents, Liability and Cyber 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 © 2022 Marsh Limited. All rights reserved. S22-0458

26 | Term 2, 2022 www.principalstoday.co.nz

assured that critical risks have been identified and addressed and your total cost of risk has been minimised.

For more information visit education.govt.nz, or marsh.com/ nz/industries/education.html. or contact Marsh 0800 29 30 31 (option 2).

Feature | Cheal Waikato

Cheal engineers | surveyors | planners Our daily work includes obtaining Land Use Consents for rural and urban land, commercial and industrial land use activities. Additional to this we undertake topographical and building surveys using drone and scanning technology to create digital images for engineering and architectural design. Our team of engineers undertake design for infrastructure including earthworks, roading and drainage.

This process is often followed by either fee simple or unit title subdivision of land and buildings whether they be houses, duplexes, apartments, larger commercial or industrial structures. Where a proposed building infringes a District Plan rule, the project will require Land Use Consent in addition to a building consent. If a Land Use Consent is required, the building consent may still be approved. However, pursuant to Section 37 of the Building Act 2004, the building consent will not be issued until the appropriate Land Use Resource Consent is obtained. This requirement can significantly impact your building time and budget. The team at Cheal are all about strategy and resolving problems. For example, when a combined Land Use and subdivision consent is granted, the council will generally issue the two consents separately with conditions allowing the building to commence in compliance with the Land Use Consent without the need to start or complete the subdivision consent.

Cheal’s experienced professionals will add value to your project by navigating statutory processes, developing strategies to resolve issues, co-ordinate and managing other technical experts while providing sound and reliable planning, surveying, civil engineering advice.

Engineering, surveying and planning services include:

In support of your building or construction project:

• Cheal provides civil engineering solutions to suit everyone’s needs, such as earthworks, roading, sewerage, water supply, stormwater designs and drawings, construction monitoring, and contract administration and management.

• Our planners can review and advise on architectural and construction plans to ensure compliance with district and regional plan rules, prepare land use, subdivision resource consent applications, and liaise with councils while assisting with any issues that may arise

• Surveying specialists provide high-quality services that meets the land title requirements of the Crown and uses modern technology, which includes boundary surveying, mapping, terrestrial and metrology grade, laser scanning, construction setout and surveying, property, and drone surveys.

• Planning includes expert advice on the whole consent process such as resource management assistance for a wide range of buildings, councils, subdivisions, rural and residential projects, plan changes and submissions, and affected consents.

• Our surveyors can undertake topographical surveys for building and infrastructure projects using terrestrial or remote sensing techniques, building and construction set outs. Height in relation boundary surveys. Finished floor level identification and certifications to avoid unexpected noncompliances leading to costly and time-consuming variations to approved resource consents.

At the conclusion of your project our surveyors can undertake as-built surveys to record built position and attributes of buildings and infrastructure for asset management purposes • Our civil engineers design roading, stormwater, wastewater, and water management systems. Undertake flood analysis, provide engineering plans, reports, professional statements, and opinions.

Our engineers also undertake construction monitoring to make sure every job is constructed to the required standard for the necessary certification to be provided, ensuring contractors comply with construction and contractual obligations.

28 | Term 2, 2022 www.principalstoday.co.nz

Together Cheal’s team of professionals can partner with you to manage the planning and delivery of your project whether it is building, subdivision, roading or infrastructure construction. We understand the development and construction process and the need to ensure projects flow as smoothy as possible. At Cheal we are here to solve your problems and provide planning, surveying and engineering support to ensure successful execution of your project.

Whether it is an upgrade of existing buildings and infrastructure or it is a new project, our team is here to help from the initial topographical survey through to final as built surveys and attribute collection for asset management purposes.

Check our website for more information on our company, projects, services, news, and more: www.cheal.co.nz.

Get in touch by enquiring online via the website, emailing: info@cheal. co.nz, phoning: (07) 858 4564, or head to our Hamilton office at Level 1, 533 Anglesea Street.

Do not hesitate to call our helpful team to discuss your plans so that your plans can become a reality.

Our team of professionals can help with any project from the initial scoping and consent stage, right through to completion.

Established in 1940, Cheal offers extensive expertise across the fields of Civil, Engineering, Surveying, Planning and 3D Laser Scanning

Ph: +64 7 858 4564 | 533 Anglesea Street, Hamilton Napier | Taupo | Hamilton | Rotorua | Taumarunui | Ohakune

Outdoors | Sun Smart

It always pays to be sun safe Even with the onset of winter, it’s never a bad time for principals and teachers to review their school’s sun protection policy.

atmosphere (the open sky). In an open field approximately 50 percent of UVR would come from each source.

High protective shade must use an excellent UVR barrier shading material and be placed to shade the users as the sun-path moves across the sky. The view of the open sky should also be restricted. This can be done by keeping the edges low. Adjacent landscape, buildings, fences, trees and planting can be used to further reduce this ‘sky view’.

Schools play an important part in sun protection for kids, as New Zealand has one of the highest rates of skin cancer in the world and excessive exposure to UV radiation in childhood and adolescence increases the risk of skin cancer.

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

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

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

Maximum protection from solar UVR can be achieved through a combination of personal and environmental strategies. The most effective personal protection strategy

Design shade for its expected use is to minimise sun exposure between 11am to 4pm (daylight saving time) during summer.

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

Why shade is needed?

Research confirms that clothing, hats and sunscreen are not 100 percent effective because of inadequacies in the shading of hats and clothing,

30 | Term 2, 2022 www.principalstoday.co.nz

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

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

While outdoors, we receive direct UVR from sunshine and diffuse UVR which is reflected from the

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

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

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

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It’s simple, let our professionals feed hungry students, while your professionals feed hungry minds.

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www.principalstoday.co.nz Term 2, 2022 | 31

Phone 0800 448 325 www.nzblood.co.nz

The need for lifesaving blood and plasma never stops.

However, did you know that fewer than four percent of New Zealand’s population gives blood or plasma?

As the organisation that is responsible for the collection, processing and distribution of blood and blood products in Aotearoa, New Zealand Blood Service (NZBS) relies on the voluntary donations of generous, unremunerated donors to fill the more than 4000 appointments required each week to keep pace with current demand.

Today’s children are tomorrow’s donors.

To help raise awareness about the constant need for blood and plasma, NZBS has produced a series of educational resources that can be used in the classroom to teach your pupils about how being a donor helps save the lives of fellow New Zealanders.

This curriculum-aligned material is aimed at promoting blood and plasma donation in New Zealand by: • Encouraging and supporting teachers in developing their students’ knowledge and depth of understanding of blood topics.

• Promoting the blood donor messages and the various services of NZBS to a broad group of secondary school students.

• Raising awareness of the importance of blood and plasma donation in the community.

Primary Teaching Units

Let’s Learn About Blood (Levels 3 & 4)

Healthy Me, Healthy Blood (Levels 3 & 4)

Save Lives - Give Blood (Levels 3 & 4)

Secondary Teaching Units

Teaching Unit Level 5 English, Science, Social Studies - Year 10

Teaching Unit Level 6 Health and Physical Education, Science - Year 11

Teaching Unit Level 7 Science - Year 11, Year 12, Year 13

Teaching Unit: Level 7 Social Studies - Year 11, Year 12, Year 13

You can find all our educational resources online by visiting

www.nzblood.co.nz/knowledge-hub/teaching-resources

32 | Term 2, 2022 www.principalstoday.co.nz

r

Working Space | Health & Safety

Feature | ???

The responsibility of care They say it takes a village to raise a child, and when it comes to school health and safety, the principle of that proverb is no different.

Everyone is responsible for health and safety at a school – from the board of trustees and the principals, to parents and staff, and beyond.

Who has the primary duty of care at a school?

To put it simply, the primary duty of care is the responsibility of the board of trustees.

It’s the duty of the individual members of the board of trustees, including the principal, to practice due diligence to make sure the school is doing all that is “reasonably practicable” to ensure the health and safety of workers and others.

The principal is considered an exofficio member of the board, which means you as a principal can be liable for failure to meet due diligence.

On the flip side, principals are not only officers but workers. As workers, principals must make sure that their actions don’t negatively affect the safety of others at the school.

Is the school liable if a child is hurt on the school playground?

Managing risk responsibly and in a way that is reasonably practicable is how you meet your duty of care.

This is the case no matter the health and safety risk, not just school playgrounds. There are plenty of school activities where strict health and safety practices are important, and most schools rise to meet those challenges before incidents can happen.

The school board will not face a penalty if: • The school board is aware of a risk and manages that risk so far is as reasonably practicable, even if a child is still hurt as a result of the risk.

The school board could face a penalty if: • The school board is aware of a risk and does nothing about it, especially if the child is hurt as a result of the risk • The school board is aware of a risk and does nothing about it, even if the child isn’t hurt as a result of the risk.

Is the school responsible for the health and safety of parents who help out at school events or activities?

People who volunteer to support school activities such as school camps, school fairs and sausage sizzles are classed as “casual volunteers” – this category applies to

people volunteering for education, sports or recreational institutions.

The school has a duty to volunteers, just as it does for parents and other members of the public when they are in the school.

For more information about health and safety at schools, visit www.worksafe.co.nz.

HELPING OTHERS – HELPING MYSELF

H H

Have you ever raised money for a charitable cause, gone out of your way to support a friend, volunteered at an event? Did you know that acts of generosity have lasting physical benefits?

Recent studies show people who volunteer regularly have healthier hearts, less ongoing pain, and bolstered immune systems. They battle addiction better and are less likely to get dementia with age. They also live longer.

Have for a out o a frie even acts lastin Rece who have ongo imm addi likely age.

We are all familiar with the feeling of warmth and satisfaction when we do someone a good turn and it has been discovered that something is happening, physiologically, in this process of helping others that makes people not only feel happier but also report greater health.

An evolutionary reason may explain why our reward centres light up when we help someone else. It could very well have helped us survive as a species. Some even suggest women’s innate tendency to “tend and befriend” rather than fight or fly in times of crisis could, by buffering stress hormones, partially account for why women live longer than men.

Studies show recovering alcoholics are twice as likely to stay sober when they help other recovering alcoholics, and chronic pain sufferers see their pain lessen when they help someone with a similar condition.

Helping others is both rewarding and satisfying. Looking “outward” and considering others gives us a sense of worth and in so doing promotes a sense of well-being.

Maintaining a healthy balance between our own needs and the needs of others can enrich our lives and the lives of those around us.

Doing good for others is really good for you!

Sometimes it’s good to be alone - but it’s not always our choice.

Sharing a burden can help reduce the load.

Who will you talk to? Speaking to a Vitae counsellor doesn’t cost a cent.

Call 0508 664 981 to make an appointment or book online @ www.vitae.co.nz www.principalstoday.co.nz Term 2, 2022 | 33

We ar of war do som been happe proce peopl repor

An ev why o when very w as a sp wome and b in tim stress why w

Your Carpet Cleaning & Pest Control Experts in Hamilton & Waikato Glen and Rebekah Moon and their friendly team are your local experts at JAE Waikato. Situated in Frankton, Hamilton, JAE Waikato is a locally owned and operated family business that has been operating in the Waikato for over 40 years.

Our first JAE branch was opened in Auckland in 1967, offering carpet and upholstery cleaning, flood restoration and pest control to New Zealanders. From the beginning, we invested in the latest industry developments, to ensure we offered our customers the very latest in technology and expertise, along with the best customer service.

Today as then, our mission as a group is still to give all our customers a high quality experience, no matter which of our services they use.

At JAE Waikato, our mission is to care for our client’s valuable property and possessions by delivering outstanding service with exceptional people. With this in mind, we strive to operate with honesty and integrity and are always looking for new ways to innovate.

Most importantly, we work alongside our clients to get the very best results.

For more than 50 years JAE have been helping New Zealand families take care of their homes. Now with 35 branches across New Zealand, operating more than 130 fully equipped vans, we offer a wide range of cleaning and restoration services, and we take great pride in being a recognised market leader for these solutions.

All JAE technicians receive extensive in-house training and maintain certification with IICRC, the leading international standards body for cleaning and restoration services.

Our expertise covers a wide range of cleaning and restoration services for both residential and commercial customers. This includes everything from carpet, rug, upholstery and drapery cleaning, stain removal treatments, along with a full flood and fire restoration service. Whether it’s for your home or business, we will ensure that your requirements are met throughout Hamilton and the Waikato area.

We also offer a professional pest management service, for a complete package to keep your home or business clean and free of insects and rodents at a competitive price. We are proud to be a member of the Pest Management Association of New Zealand.

We strive to stay abreast of the latest developments in equipment, products, and techniques available within our industry and we ensure that all our technicians are fully trained to international standards and qualified to complete all the services we provide.

No matter where you are, from Cape Reinga to Bluff, a JAE technician can take care of all your needs, from the care of high value oriental rugs to the removal of difficult stains.

Our friendly team will respond promptly to your queries and do our very best to deliver a professional and efficient service. Give us a call today, we’ll take care of it.

34 | Term 2, 2022 www.principalstoday.co.nz

0800 225 552 Carpet Cleaning Pest Control Curtains & Drapes Specialty Rug Cleaning Upholstery Cleaning

Learning Space | EOTC

Learning experiences beyond four walls Why, despite the extra costs of Education Outside of the Classroom activities and initiatives, schools should make the effort to provide novel experiences outside of the traditional school environment for their students.

Out-of-classroom experiences are some of the defining memories of a child’s school years. Activities and programming beyond the classroom can make a lasting impact, allowing children to immerse themselves in new places, whether focussed on the past, present or future.

Education Outside the Classroom initiatives use places other than school for teaching and learning, providing students with different and challenging activities, often in different locations.

An EOTC experience can be anywhere – from fifteen minutes on the school grounds, or a half day visiting a local museum or river. It can also be a school camping experience away or dancing at a children’s art festival.

These experiences can be invaluable in creating more confident and independent children, which can even make them better students.

In a Ministry of Education study done on the effectiveness of Learning Experiences Outside of the Classroom programmes, it found that “research evidence from these indicates students’ learning is improved when the teacher and education officers work together on pre-visit, visit and post-visit learning experiences that include both formal and informal learning.”

• Teachers ‘played a central role’ in planning for the visit and developing follow-up activities

Key findings from the case studies indicated: • Students could combine excitement during a site visit with ‘curriculum-related content’

• Students developed positive attitudes about their EOTC experiences.

I am worthwhile Funding available Please ask us about funding for active recreation, wellbeing and leadership.

Kokako Lodge (Ak)

Help your students get back on track by a change of environment, EOTC and even team building to grow their support structures.

• Students had improved learning outcomes when teachers, education officers, parents and students collaborated

• The quality of site exhibits directly correlated to student learning – hands on and real life experiences were important

I am me

A time to refocus

• Students enjoyed opportunities to talk about their comments and perceptions about learning experiences outside of the classroom

Kokako Lodge is only 30 minutes from South Auckland. We are surrounded by 17,000 hectares of tranquility, challenge (high ropes) and adventure.

Spoken Word, Reflection Journals, team building games and personal challenge (by choice).

For more information please contact Kokako Lodge on 09 292 4349 or visit www.KokakoLodge.org.nz 36 | Term 2, 2022 www.principalstoday.co.nz

A study done in 2016 by the Council for Learning Outside the Classroom in the United Kingdom found that 60 percent of teachers noticed an increase in students’ confidence, resilience and wellbeing after participating in a school trip – on top of that, 61 percent of students achieved higher than their predicted grade.

A different study done by University of Victoria in Canada found that field trips and museum visits improve learning and attitudes towards learning.

It found that students achieved “significantly greater cognitive learning” when they participated in a more structured tour like a museum docent – however, it also found

The Importance of Social Responsibility in a new ‘Normal’ We are entering a new ‘normal’. Education, communication and friendships are all lived differently from how they were in 2019.

for the collective good (where there is then support for each individual to grow).

It is now more important than ever that we operate as part of a wider community than trying to go it alone.

At Kokako Lodge (Auckland) we have returned to the fundamentals (truth and honesty) as a starting place before looking to build up from there (healthy body and mind). A person has to feel the prospect of success or purpose before they can grow.

“Using a professional blend of incentive and feedback we steer the group in the direction of operating for the collective good (where there is then support for each individual to grow).”

Building on our kaupapa of “I am Me – I am Worthwhile” we lead a conversation that while not following the rules may be fun for the individual, it comes at the expense of the group’s success.

Using a professional blend of incentive and feedback we steer the group in the direction of operating

As we return to in-class and EOTC education we should take the time to assist the students forming those support bonds, and holding them to account to follow the school’s values, before resuming their moral and academic education.

Having support networks allow us to overcome the many issues (internal and external) that come our way.

It has been a real pleasure to watch high energy students arrive in a scattered array and see them slowly form into uniform operating groups, having fun and achieving results.

Learning Space | EOTC “significantly more positive attitudes” in students when they participated in the less structured tour, like when guided by their teacher.

In various studies, humans have shown that exposure to novelty before a “learning phase” improves subsequent memory.

Beyond improved achievements in the classroom, Education Outside the Classroom experiences allow children to try out other soft skills that aren’t always focussed on with conventional teaching – teamwork, compromise and leadership.

One of the biggest examples of this is presentation of novel images or music before a word learning task enhanced “free recall and recollection-based memory”, done separately in experiments conducted by the Department of Neurology at Otto-von-Guericke University in Germany and the Department of Cognitive Psychology at VU University Amsterdam, in 2008 and 2014, respectively.

While rote memorisation is a tool that is beneficial for new knowledge and foundational material, ultimately, students do best when they can engage with their environment hands on.

Novelty and learning

There has been no correlation shown between learning and exposure to novelty after the fact.

Novel experiences can cement learning in our memory. When we as human beings experience new things, dopamine rushes through our brains.

Barriers to access

Not only that, but our brain is programmed to pay special attention to experiences that are novel or unusual. Part of the reason scientists think this is so we can easily adapt and survive during strange or unfamiliar situations.

For away trips, cost is a barrier, especially if it is for the students’ enjoyment and isn’t solely curriculum-based.

Because of that dopamine hit, humans learn to seek out novel experiences, and it can be critical to us learning and staying engrossed with life.

Some obvious barriers to access for Education Outside the Classroom opportunities are cost and logistics.

All students are entitled by law to participate in curriculum-based activities, but this leaves some children from lower-income children left out.

For example, an analysis of opportunities at decile 1 and decile 10 schools conducted by the NZ

Herald shows a substantial gap.

At decile 1, only a quarter of children’s families can afford a school camp, while on the other side of the spectrum, sizable groups of children took overseas trips.

Even if the Education Outside the Classroom experience itself is free of cost, it still costs money to transport each student if off of school campus.

For lower income schools, this can make the difference in whether a school has the ability to go on a trip or not.

Another barrier to access of EOTC opportunities is if a child is ablebodied or living with a disability. A child might be able to embark on a school trip but can face both visible and invisible difficulties.

Along with hindering their educational experiences, a child might experience feelings of inferiority and frustration in comparison to their peers.

During New Zealand’s COVID-19 Level 4 lockdown last year, providers of EOTC programmes and experiences stepped up their in game in regards to how they provided experiences to students.

Providers delivered services in alternative ways to create unique experiences beyond the traditional classroom experiences.

One of the biggest ways providers did this was by making resources

available online to suit different age groups. Others encouraged students and their bubbles to try things at home.

The Ministry stated it created a unique opportunity for schools and their learners to access programmes that weren’t just within their region but all across New Zealand.

The implications of this online delivery of EOTC services has some positive implications for both lower income schools and children that aren’t able-bodied.

If EOTC providers work on expanding their online resources, this could lead to a more equitable experience to all of New Zealand’s children regardless of their school or disability.

Creating an equitable experience for all children so all students can experience the benefits of Education Outside the Classroom opportunities should be mission critical to educators.

Learning outside the classroom has a number of benefits – from increasing skills like teamwork and leadership, which are critical in adulthood, to improving in-classroom performance.

Ensuring your school and students can have as many of these outside the classroom educational opportunities can make the difference to creating a generation of conscientious leaders.

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07 332 3510 tuiridgepark.co.nz bookings@tuiridgepark.co.nz www.principalstoday.co.nz Term 2, 2022 | 37

Learning Space | ETOC

Waka – a truly unique experience Connect, experience and explore at Waka Abel Tasman. To travel across water is to connect across time and space. We feel the motion and te mauri o te wai, just as our tūpuna did. To do it in a group, connects you in a way nothing else does. Nau mai ki Kaiteriteri, welcome to Kaiteriteri.

Waka (Māori canoe) are the living expression of our tūpuna (ancestors) who sailed the Pacific Ocean for thousands of years. As the only form of transport across oceans and waterways, waka were vital to our travel and trade.

By paddling in our waka hourua (double-hulled vessel), you share in our treasured ocean heritage. Waka is an inclusive experience where everyone can feel the joy of working as part of a team.

We begin and end all our trips with a karakia (blessing) for protection.

You will learn tikanga (etiquette) associated with waka before becoming familiar with the boat and embarking on our haerenga (journey).

About your hosts Todd has competed in Waka ama at both national and international levels and was a member of the team that took gold at the IVF Va’a World Sprint

Championships in May 2016. He is a technical expert in the adventure tourism industry.

Lee-Anne has 20 years’ experience in guiding, instructing and managing adventure tourism enterprises, and has also competed in waka ama at both national and international levels.

Our family loves waka, the outdoors, tikanga Māori (correct Māori etiquette) and sharing these things with others. Our community is at the heart of what we do and we are passionate about uplifting rangatahi (young people) and supporting healthy lifestyles.

With our crew, we are all about caring for people and your safety comes first.

Waka Abel Tasman was the first New Zealand waka business to be externally audited under Adventure Act regulations and is a certified adventure company.

We put a very high value on safety.

With over 40 years’ combined experience in the adventure tourism industry, you know you’re in good hands.

Before each departure, we will brief you on basic water safety and paddle instruction, and provide ongoing care throughout your trip.

the information board next to the boat ramp.

Treat yourself and your family or friends to a new adventure that’s as old as civilisation itself.

Feel the breeze on your face, the drag of the water against your paddle and the hugely rewarding sense of working together as one.

We offer a variety of fantastic tours to suit whatever experience you are after. Paddling waka connects you to a rich cultural heritage but it’s also You can find us at the Kaiteriteri Boat Ramp in the mornings. Or checkout great fun. Prepare to get hooked!

An interactive, fun, cultural experience awaits

• • • • •

Cultural - Held in tikanga Māori Educational - Curriculum links Inclusive - We welcome all abilities Safe - We are a certified adventure activity In Kaiteretere - Abel Tasman National Park

The whānau of Waka Abel Tasman would like to welcome you and your class to experience an interactive, fun, cultural experience that begins on the golden shores of Kaiteretere.

We are a local, whānau operated, Māori enterprise, passionate about sharing with our manuhiri (guests) some of the rich, cultural heritage associated with the sea voyaging experience.

Our values sit strongly within a kaupapa Māori world view.

It is therefore important to us that you and your ākonga (students) feel comfortable, connected and uplifted.

We look forward to extending manaakitanga (hospitality) to your group, and guiding your students in the wonders of the takutai moana (marine environment) and through the awesome educational experience that awaits them.

Visit our website www.wakaabeltasman.nz/schools Contact: lee-anne@wakaabeltasman.nz | Phone/text/whatsApp: 0275278160

38 | Term 2, 2022 www.principalstoday.co.nz

Learning Space | ETOC

Riverside Adventures Waikato

We will soon have our own accommodation options, as well as meeting spaces and something to satisfy those post-tour hunger cravings.

Keep watching as we’re not finished yet! Lots of exciting things happening over the next 6 months.

We are a brand with meaning. Our tours are adventure based, but the kind that bring you a calming effect as you cycle the trails surrounded

by Waikato bush, or as you paddle peacefully downstream listening to the water moving.

Inspired by topographic maps; contours of the land rising and dipping; planning adventure trail rides; watching the water movement create ripples and the undulating land in the Waikato.

We are Riverside Adventures Waikato.

In September 2021, we launched our new name and a new look.

Karapiro, and only a few steps away from the Waikato River Trails.

The rebrand better reflects who we are and the experiences we deliver in the Waikato region. Same tours, same team; new name and a new look.

A chance to rebrand was meant to coincide with a change in our base headquarters. This move has been delayed at this stage. But it has given us the opportunity to bring in some exciting new changes to our service offering.

We’re still based on Horahora Road, on the edge of the beautiful Lake

We’ve sharpened up our look, got some new uniforms and tidied up the place. Our team are amped to see you soon!

Key landscape features have been intertwined into the design, bridging the divide from the land to river flowing through the illustration.

Unique, just like a fingerprint.

You can look down at the illustration with a bird’s eye point of view: looking at the contour lines of land and water meeting.

An alternative view is like a cross-section: with the hint of Maungatautari looming across the top range, and the river reaching up to meet the land.

We offer many different styles of tours that can include biking/kayaking/ walking. These include: Kayak and glow worm tours Take a guided kayak down the Waikato River by day or experience the magic of New Zealand glow worms at twilight.

Mountain bike tours Cycle the Waikato with us. Cruise along the Waikato River Trails on a guided or self-guided tour to suit any ability.

Build your own tour Looking for something else? Create your own adventure. We’ve got all the gear and the know-hot to build you a tour to a tee.

Combo tours Our most popular combo tour adventures. Kayak, bike or walk your way to an adventure along the Lake Karapiro and the Waikato River trials.

We have an experienced team at Riverside Adventures. You are in safe hands with our passionate local guides who have undergone extensive safety training.

Get in touch with us today for more information, we would love to take you on your next adventure.

Riverside Adventures Waikato 0800 287448 0277 287 448 info@riversideadventures.co.nz www.riversideadventures.co.nz

Play. Stay.

Explore.

Located centrally in the Mighty Waikato, here at Riverside Adventures we create memorable and exciting adventures for your class, group, or sports team. Operating for 10 years, our guides and leaders are all qualified and experienced and we are Adventuremark Audited.

We love the opportunity to build culture and connection amongst our groups as well as develop positivity around the outdoor adventure. By challenging the groups mentally and physically, it builds comradery to acknowledge and appreciate each other’s strengths.

Riverside Adventures Waikato are honoured to be one of many kaitiaki along the Waikato river and take pride in sustaining and improving the area we work, live and play in for future generations. We ensure this is at the forefront of everything we do and try our best to incorporate this way of thinking so that anyone who participates in our activities understands the importance of the whenua (land) and awa (river) that we operate from.

We offer Kayaking, Biking, Stand-up Paddle Boarding and also work closely with other local operators to add to the greater experience with activities such as a High/Low Ropes courses or guided walks through the

Sanctuary Mountain, Maungatautari. These are complimented brilliantly with our Adventure Races which are fast becoming one of our most popular activities. We tailor make an adventure to suit your group depending on numbers and ages. With a mixture of treasure hunts, general knowledge quizzes, brain teasers, brain and brawn challenges, running for clues, games and much more, they can work on fitness for specific training, gain new skills, develop teamwork and strategising to complete the race.

Contact us to find out we can create an epic Out of School Adventure for you.

Adventuremark Safety Audited | Experienced Guides Biking, Kayaking, Adventure Races, Paddle Boarding and more Contact us to create day or multi day adventures for your group, Phone 0800 287 448 | www.riversideadventures.co.nz www.principalstoday.co.nz Term 2, 2022 | 39

Dear

Teachers We get it. We are also looking forward to work that is more certain and less tiring!

The Y is responsible for the country’s biggest outdoor camps and the largest number of young participants learning outside in Aotearoa every year. We are proud to provide for many hundreds of schools safe, developmental education outside the classroom – by way of that classic kiwi rite of passage – ‘school camp.’

In times of chaos, we should look to experiences that both create a sense of ‘business as usual’ as well as enhance our young people’s inherent individual ability to cope with change and the challenges that the world throws at them.

And because of this, we think now is the time that the outdoor camp experience has the most important role to play ever.

And we know you agree. Because the teachers we work with tell us over and over that the best possible way to connect with students, to understand how they tick, to discover those innate, often hidden strengths – that help scaffold other aspects of the teacher-student relationship – is to take them away overnight and into a nonclassroom environment. After all the disconnect that Covid has caused, these benefits are heightened further.

Camps are often traditionally considered a fair weather, summer, activity. Think again! Re-frame, and find a new type of outdoor learning… There is so much to be appreciated in the outdoors at other times of the year. The vast majority of our on-site activities are still just as good (maybe better) in the cold rain! The environments we work in emphasise not the activity, but the teamwork, the shared achievements and experience: the process.

A big part of this is the appreciation of bio-diversity, the natural environment, the sense of place. At Arthurs Pass students build snow caves! It’s wild and unique and deeply powerful learning, and with peers - rather than parents. Talk about transferable learning to science, geography, health, spirituality, writing…

The purpose of this letter is not to convince you of the benefits of camp or outdoor education, but to refresh and remind you of the huge value that the Y can bring your purpose as teachers.

Investing in the Next Generation 40 | Term 2, 2022 www.principalstoday.co.nz

We get it.

We get that it takes a lot of logistical, organisational effort to take students to camp.

We get that teachers have been dealing with constant change, shifting restrictions, and a heavy workload because of Covid.

We get that despite the known benefits of outdoor education, it may be tempting to postpone such activities until things are less challenging, when there is less of a back-log.

We offer you our total understanding on these points and also our commitment to ‘make it easier.’

We urge you to give us a call and talk about how we can help you create an Autumn/Winter/Spring outdoor experience to replace that which was lost for your students, and our camps, during the summer season. We urge you to also consider our camps as an affordable venue for other school activities – rehearsals or intensives for example.

The Y is a charitable trust. Our business model is predicated on the theory that if we can help others achieve their goals, then the funds to keep our doors open will follow. In ‘normal’ times this means we work with schools, with community groups, with families, and also with some funding partners to deliver great programmes at great value – so that everyone wins.

It has not been normal times for any of us. Arguably, everyone has lost. What Covid has done to the Y has been financially devastating. Our usual income streams from schools has been decimated, and the downstream impact of that is a reduced ability to deliver on our mission and purpose.

Our mission and purpose is in complete alignment with that of every school we have ever worked with.

For this reason we ask you to give your students the outdoor experience they need and deserve for their wellbeing, their self development, their learning and their resilience, and in so doing, help keep our camps operating. We promise in return to work with you to create amazing outdoor education: with the least possible fuss and bother and hopefully not a scrap of extra work.

He waka eke noa – we’re all in this together.

Auckland

School Camps

Wellington Christchurch Invercargill

Shakespear Hunua

Raukawa Kaitoke

Wainui Park Arthur’s Pass

Omaui

campadair@ymcaauckland.org.nz

youtdoors@ycentral.nz

bookings@ymcachch.org.nz

bookings@ymcasouth.org.nz

www.principalstoday.co.nz Term 2, 2022 | 41

Learning Space | ETOC

School camp fun with the Whitewater Academy

By Natasha Parrant

New Zealand Whitewater Academy (NZWA) was created by Sam Ricketts and Robert Collister – friends who share the same passion for whitewater kayaking.

Beginners are more than welcome to partake as Sam and Robert will have everyone’s backs throughout the journey.

Depending on which camp is booked, people can visit up to four rivers on the North Island; the Waikato, the Rangitaiki, the Mohaka, and the Kaituna. Parents can come to watch their children develop their whitewater kayaking skills one afternoon.

Their countless whitewater kayaking experiences motivated them to start NZWA to pass their love for the sport on to everyone else in New Zealand.

To give an example of what a three-day course schedule could look like, the first and second day of the Easter kayak camps involved paddling down the Aniwhenua section of the Rangitaiki River and camping on the Aniwhenua campground.

They hope to inspire and educate many others on how to adventure out to the most beautiful, scenic areas in the safest way possible.

These activities are perfect for young ones and anyone who loves kayaking. To accommodate this exciting and fun activity for others, Sam and Robert have created a school holiday programme that involves kayaking camps.

The camps have been introduced only this year and will take place on the North Island.

The whitewater kayaking camps are designed to teach children to have fun, self-improve, gain a lot of knowledge about the rivers, kayaking skills, and learn about safety and teamwork.

School holiday kayak expeditions

The beautiful Mohaka River on the North Island of New Zealand as supplied by NZWA.

The founders also think this sport is a great introduction and addition to the outdoor education programmes held in schools throughout the country.

The very first whitewater kayaking camp course called the “Return of the Aniwhenua” took place in April. Participants of all ages could participate in the three-day camp, which took place on the Easter weekend, whereas teenagers had their three-day camp shortly after those dates.

Whitewater kayaking courses & intruction

School trips available for all age groups from year 9 to year 13

Custom whitewater workshops

Fully qualified and internationally experienced instructors

TAKE YOUR WHITEWATER KAYAKING TO THE NEXT LEVEL! 027 347 8080

info@nzwhitewateracademy.com / www.nzwhitewateracademy.com

42 | Term 2, 2022 www.principalstoday.co.nz

In the future, if participants prefer to do one or two days instead of three, that is still an option. The price for a one-day camp is $340, two days is $650 and three days is $899 to do the course (12 participants per camp maximum).

What the course involves is three-day, two-night adventures designed to teach anyone the ropes of whitewater kayaking and river safety. Participants are separated and put into groups depending on their age and skills.

The last day involved paddling the Aniwhenua section of the Rangitaiki River in the morning and then driving to Kaituna River, Okere Falls, Rotorua, and paddling the Kaituna River.

The camp finished at 3:30pm - so it’s a big day out and about!

Check this link for more information on the school holiday kayak camps and to book: www.nzwhitewateracademy.com/ school-holiday-kayak-camps.

Whitewater kayak instruction based in the North Island of New Zealand New Zealand Whitewater Academy (NZWA) endeavours to provide topof-the-line tours, whitewater kayak instruction and excursions that are above and beyond any adventure tourism provider out there.

We set a new norm in kayak instruction with skills workshops designed for all levels, from beginner to advanced, with a focus on some of the untouched areas of the country for a complete experience that is second to none. We also offer fully customisable tours for the heartiest of whitewater adventurers – from high quality and exciting day tours to workshops & multi-day expeditions.

Along with beautiful locations and exciting whitewater, customers can purchase whitewater kayaks directly from us at our river base.

We offer multi-day school trips to accommodate the outdoor education NCEA curriculum. With 20+ sets of paddling gear and whitewater kayaks we can happily take larger groups.

Everyone at NZWA is committed to providing you with the best service possible, to equip you with critical knowledge and skill and to provide the most up-to-date safety equipment – all while experiencing one of the best whitewater playgrounds on the planet.

“Designed for all levels, from beginner to advanced, with a focus on some of the untouched areas of the country for a complete experience that is second to none.”

For more information and inquiries please visit our website www.nzwhitewateracademy.com or send us an email at info@nzwhitewateracademy.com.

See you on the river!

Learning Space | ETOC

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.

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.

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.

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 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.

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

HAVE YOUR NEXT

ADVENTURE

CYC AT

LEARN OUTSIDE THE CLASSROOM!

LOOKING FOR SOMETHING DIFFERENT?

Contact us at Lakes Ranch for your next Unforgettable Camp Experience! www.lakesranch.org.nz office@lakesranch.org.nz Ph (07) 3503010

Build confidence and team spirit in both staff and students. Meet your schools EOTC requirements in a safe and cost-effective way. Book now to experience CYC, the home of adventure.

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

WWW.CYC.ORG.NZ

cycnga

christianyouthcamps

P. 07 824 8495 | E. info@cyc.org.nz | A. 148 Waingaro Rd, Ngāruawāhia

www.principalstoday.co.nz Term 2, 2022 | 43

School Sports | Hockey

Small Sticks

a great introduction to hockey Small Sticks is our nationally branded junior participation programme the perfect introduction to our fast and fun game.

The aim is to provide a quality hockey experience for children and whānau to foster a lifelong love of hockey. It’s all about playing with friends and learning new skills in a fun, safe and games-based environment.

Small Sticks is made up of four different modules all tailored to a child’s stage of development, letting them play through modified versions of the game with appropriate equipment and game formats for their level of development; simply the right stuff, with the right people, in the right way.

The first module is Fun Sticks and, as the name suggests, it’s all about introducing children to hockey in a safe and exciting way. Aimed at 5-6 year-olds, the focus is on developing fundamental movement and introducing basic hockey skills such as running, striking, as well as body and spatial awareness.

As they continue to develop so does the game format progressing to Kiwi Sticks and finally Kwik Sticks.

As children build confidence and their skills progress, they move on to the next phase of the junior programme focused on basic hockey skills and being part of a team.

The success of Small Sticks stems from having a nationally consistent approach to game formats, lesson plans, coach and umpire development material, equipment, communication, along with consistent branding.

Mini Sticks, aimed for 7 and 8-yearolds, sees a six-a-side version of the game divided into two options; development and standard competitions. This provides those new to the sport an opportunity to start at their level and experience.

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SmartGrass Sports turf and artificial landscaping grass has dramatically enhanced the appearance of the outdoor area at Wairakei School, adding vibrancy and colour that the students love. Principal Shane Buckner, says:

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The area didn’t look very inviting and the kids didn’t use it. Now we’re finding our children are here all the time,

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practicing cartwheels, somersaults and dance moves.

To create an outstanding outdoor space for children to play and learn at your school, get in touch with SmartGrass today.

0800 887 369 smartgrass.co.nz hello@smartgrass.co.nz

44 | Term 2, 2022 www.principalstoday.co.nz

The small-sided game format provides a more effective learning environment maximising participation and more touches of the ball.

This has enabled us to provide a more consistent hockey experience which is available to more people throughout New Zealand.

Small Sticks isn’t just about getting children involved as a player, hockey can easily become a family affair.

Parents and whānau make great coaches, managers and umpires at this level.

Our Hockey Associations around the country provide great support and ongoing development no matter what experience you have.

Fun Sticks is a 12-week programme run through clubs and schools around the country, while Mini, Kiwi and Kwik Sticks are normally run over 16 weeks during terms two and three.

If you would like to know more, please contact your local Hockey Association: https://hockeynz.co.nz/ get-involved/playhockey/find-a-club .

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READY, STEADY, FALL! Feature | APL Window Solutions

Who is liable for Playground Injuries?

Playgrounds are commonly the site of many injuries, ranging in severity from minor to serious.

inspection, maintenance, and compliance in accordance with the standard is vital for the safety of your children.

As an educational institution, you need to balance keeping playground facilities safe, while still facilitating important developmental play, and protecting the liabilities that you’re exposed to by having a playground.

A good analogy could be a playground is like a car, they have many moving parts, structural components, body entrapment, and impact hazards, and if not looked after, huge injury potential which is why they should be safety checked annually by a certified L3 inspector - think of this as an independent Warrant of fitness for your playground.

Unfortunately, too often serious accidents and life-changing injuries occur within play areas, many of which are avoidable being the result of noncompliance and/or lack of supervision, inspection, and regular maintenance.

Who is liable?

The duty to provide safe play areas and proper supervision is placed on those responsible for operating playgrounds.

The three most often liable parties are the owner/operator of the playground (the school BOT), the manufacturer of the equipment or the contractor who installed it, and individual employees responsible for supervision (teachers).

In the event of a serious or life-changing injury, fundamental compliance and risk assessment with the safety standard is the first evidence requirement.

There are two very important inspection requirements recommended within the NZS5828:2015.

1: New Playgrounds- Post-Install Audit: On completion of a new playground, an independent post-installation inspection should be carried out by a certified inspector to assess and verify compliance with the relevant parts of NZS5828.

This inspection also includes quality control, construction workmanship and general hazards assessed to NZS5828:2015 Standard so it helps keep manufacturers/builders or installers accountable for their delivery and workmanship and gives you independent reporting should you need to seek rectification of any issues within the defects period.

Owners and operators bear this burden of proof so an ongoing high level of

2: Existing Playgrounds – Annual Audit: An annual main inspection should be conducted to establish the overall level of safety of equipment, foundations and surfaces, e.g. compliance with the relevant part(s) of NZS5828.

And just like with your car, a “Playground W.O.F” provides peace of mind that risk and compliance issues are identified by an independent certified inspector well before failure and injury.

Playsafe is an independent play area compliance specialist and provides final project inspection and certification for new play areas as well as the annual safety check.

Book your play audit today and ensure you keep your kids PLAYSAFE!

Adam Stride - Playsafe Ltd RPII L3 Outdoor & L4 Enclosed Play Area Inspector M#1074A / M#1023AF Playsafe is a professional independent inspection and compliance consulting entity that provides services relating to play safety, inspection, compliance and surface impact testing.

Certified Playground Safety Compliance Audit Our certified play inspection provides assurance that hazards within your playground are identified and risk assessed to the requirements of NZS5828:2015 well before failure or injury.

Our reports are unique, comprehensive, practical and are a solution-focused working document that often becomes an action plan for the BOT to plan repairs, maintenance, upgrades or long-term replacement.

Our services are independent, confidential, certified, impartial, and we are police vetted and internationally accredited.

Our reporting services are recommended

by MoE and Local Government throughout New Zealand.

46 | Term 2, 2022 www.principalstoday.co.nz

Inspect | Prevent | Protect

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Children stretch, strive, clamber and scale and, sometimes, they also fail.

That’s the important part of developing creativity and tenacity.

Taking risks teaches young people to be resilient, to rise above, and to do it differently next time. While schools can’t prevent falls from happening, they can soften the impact, ensuring important Critical Fall Height criteria is met while improving and enhancing their play space.

With a wide range of adaptable, colourful and truly exceptional surfacing products we deliver superior all-weather playgrounds to schools throughout New Zealand.

These spaces allow children to explore their physical limits without risking everything.

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NumatRec.co.nz www.principalstoday.co.nz Term 2, 2022 | 47

Working Space | Water Safety

Sorting pool safety A check list to help prevent drownings

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Is the latch on the gate to your swimming pool working properly?

Are there any parts of the fence small children might crawl under?

Water safety basics We’re all aware of the potential hazards of water – all it takes is a moment’s inattention and disaster can strike.

Fact is, drowning is the second leading cause of unintentional injury death for children in New Zealand.

The good news is that drowning is preventable if parents and caregivers are aware of the simple things they can do to help keep their children safe from drowning.

Be within sight and reach of young children, be aware of all potential water hazards, put appropriate safety precautions in place and be prepared.

Advise on preparation and repair Supply of the most appropriate paint system

One point to remember is experts advise that swimming lessons don’t make children safe, only safer. So don’t over-estimate your child’s ability to cope in the open water environment even if they know how to swim.

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The keys to staying safe • Learn swimming and water safety survival skills – and CPR, be ready to respond in an emergency • Choose to swim at patrolled beaches and swim between the flags – if there are no patrols learn how to recognise dangers such as rips and avoid them • Actively supervise children near water – that means adult supervision within arm’s reach, focused on the child, not reading or texting • Wear a lifejacket when rock fishing or in small boats – it’s the one thing that could save your life if you fall in to the water • Check the latest marine forecast and tides before heading out on the water, tell someone where you are going and when you expect to return, and carry at least two forms of communication on your person – so you can call for assistance • Don’t add alcohol to the mix never when supervising children in and around water • Know your responsibilities around home pools and spas, including inflatable or portable pools.

Checking these and other aspects of a pool is one of the things New Zealanders can do to help children stay safe around swimming pools.

Checks and other advice include: • Ensure the gate latch clicks shut automatically. Over time the spring can become less effective. Hold the gate open at varying distances from the lock and check it springs shut and fully latches • Ensure there are no gaps under the gate when it is closed and there is no part of the fence small children could crawl under (maximum permissible gap between ground and fence/gate is 100mm) • Never prop the gate open • Check the condition of a metal fence. The joints can become weak due to rust and have been known to come apart with a firm tug • Check the condition of a timber fence. As the structure ages, the screws and nails can loosen and allow the slats to be removed.

Similarly, the wood can age and weaken, so any rotting sections should be replaced • Always keep moveable objects (such as plastic chairs, bricks or pot plants) well away from the pool area. A child can drag them and then use them to climb over the fence • Remove any tree branches that could allow a child to gain access to the pool area • Clear toys from the pool area, so it is not tempting for children to go in.

09 837 0897 x 3

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

www.cotec.co.nz

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

Call our technical experts on or find your local EPOTEC Approved Applicator at

48 | Term 2, 2022 www.principalstoday.co.nz

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Health & Safety | 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 fire-resistant 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.

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

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.

• You could follow the WorkSafe Approved Code of Practice Guidance to identify what is likely to contain asbestos

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

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.

• You could consider training your staff to better understand how to identify asbestos • Or you can employ a surveyor to assess your building.

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

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

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

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

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.

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www.principalstoday.co.nz Term 2, 2022 | 51

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.

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!).

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 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, multistage projects and, as with most schools in New Zeeland, 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.

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

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 Surveys Asbestos Removal 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.mbces.co.nz | mark@mbc.co.nz | 03 354 4377 | Northcote, Christchurch 52 | Term 2, 2022 www.principalstoday.co.nz

Health & Safety | Asbestos

Asbestos: Who do you call first?

When an emergency impacts your school grounds – Flood? Fire? Wind damage? Vandalism? – you know you will hear from the parents almost before the Emergency Services. School communities are supportive, and also very keen to know exactly what is going on.

If your emergency has some impact on the known, suspected or concealed asbestos components of your school buildings, you know your community will be even more anxious to understand the risk and consequences for their young people, not to mention the staff and others.

As well as emergencies, unintentional damage, and ‘business-as-usual’ recladding projects can reveal previously hidden structural components which may contain Asbestos Containing Materials (ACMs).

When asbestos is “undisturbed” it usually only presents an extremely low fibre exposure risk – it’s the disturbance (planned or unplanned) which is often the main risk driver for the issue. These events frequently impact not only the building materials at a site but may also leave a legacy of ground contamination in their wake which needs prompt and careful attention. The team at PDP has significant experience in providing a risk management response for contaminated land and asbestos sites in such cases.

What should a Principal be aware of when it comes to asbestos in their school?

Asbestos was a very common building material in New Zealand, and around the world, for a number

of years until 2000. Most buildings constructed pre-2000 will include some asbestos elements.

A Principal or Board of Trustees may not be fully aware of the extent of asbestos throughout school premises simply from school staff’s own observations or through anecdotal historical knowledge of the site. This applies particularly to what we might call “hidden” or unexposed ACM, such as those behind power boards, in ceiling cavities or under floors.

Regulations have mandated that all places of work should have an Asbestos Management Plan, which includes a register of tested and suspected ACMs throughout the buildings, allowing the Principal or Board of Trustees to have an understanding of and access to information about asbestos which could be disturbed on school property.

Who should you call?

For an accurate assessment of your school’s ACMs you need to complete a comprehensive Asbestos Management Survey. Undertaken by an experienced surveyor, this survey gives you an overview of all ACMs on your site, including making assumptions for the presence of asbestos in areas that cannot be accessed during the survey, but which may present a risk of fibre release upon access and/or disturbance activities. Not only that, having contact with an asbestos surveyor also gives you a great resource and support person in the event of an emergency or incident at your school.

PDP can be one of your first points of call if an issue occurs on or around your ACM containing buildings – both within the buildings and the soil. We have a specialist team of accredited asbestos surveyors,

assessors and land contamination experts that work in a professional consulting environment and are familiar with working for large government entities in high pressure situations, (for example, after fire damage, vandalism, during building refurbishment etc). Appropriate members of our team would meet you and your Board of Trustees or key Facilities Team onsite, to settle any concerns you have, help communicate with your parent community, and help you work through your remediation plan.

A fast, effective and informed response with clear communications are the key elements to keeping your school, staff and pupils and community safe.

Want to know more? Contact us today for our “six steps to manage asbestos in your school” guide: contact@pdp.co.nz

ASBESTOS Our specialists have extensive experience working with clients on a range of asbestos issues. From identification through to removal, reporting and advising, consulting and specialist support, we have worked in a range of situations.

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www.principalstoday.co.nz Term 2, 2022 | 53

Property | Roofing

Roofing materials for school buildings When your school is getting a new building, replacing a roof or reviewing the safety of your existing roofs, as a board of trustees you need to consider a range of factors that will help you choose the most suitable type of roofing material. Roofing must also be correctly installed.

Choosing roof materials Your project manager or designer should guide you on the best roofing material when you’re getting a new building or replacing a roof, and you can seek advice from your property advisor when reviewing your existing roof safety.

In choosing roofing materials, you should consider: • How the roofing will stand up to local weather conditions • How it can keep energy costs down • Which components may have shorter lifespans (e.g. plastic materials that may become brittle or degrade • If it’s suitable for your school’s location, for example, if your school is close to the sea, the roofing should be able to resist sea spray corrosion • If it matches the building’s design and type of construction • If it can improve the building’s appearance • If its cost will be within the project budget.

Translucent plastic sheeting used in schools Translucent plastic sheeting is a material often used in school

roofs and verandas. It includes PVC, fibreglass and polycarbonate roofing products. However, you must treat this sheeting as a potential danger because of the risks that: • People may fall through it — a risk that increases as the sheeting ages and becomes brittle • It may catch fire as it can be flammable.

It’s good practice to take measures to stop people from climbing on the sheeting. For example, don’t have any structures close by that can be easily climbed.

Installing translucent plastic sheeting To manage the risks of installing plastic sheeting, we have some specific installation requirements which you must follow.

Make sure your suppliers and installers are aware of them. As new products enter the market, suppliers, installers or project managers may suggest some of the measures below are not necessary.

Talk to your property advisor about getting an exemption.

Content sourced from the Ministry of Education. For more information, visit: www.education.govt.nz.

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.

54 | Term 2, 2022 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 one-sixteenth 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 • There is a big difference between price and value when selecting a replacement roof • Maintenance of your roof should be scheduled on a regular basis • Your roof will not last forever.

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

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 it’s 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 2, 2022 | 55

School Grounds | Tree Maintenance

Don’t ‘leaf’ tree maintenance undone As a school board, you must maintain trees so they don’t become a hazard to students or to neighbours. Some trees are protected and you should talk to your local council before trimming or removing them.

Schools must maintain trees on their property so they do not become a hazard to students or staff. Some trees are protected, and will require contacting your local council before trimming or removing them. Payment for maintenance should come from your Property Maintenance Grant (PMG).

Maintenance Trees need to be regularly trimmed. If they get too big, they become costly to maintain and difficult to remove.

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

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

For that reason, be sure to remove trees close to the swimming pool to prevent leaves and branches falling in and contaminating the water, and to prevent people trying to jump from the tree into the pool.

Pay for maintaining or removing trees PMG covers general maintenance work on trees such as trimming and removing dead branches and removal of a protected tree with council consent.

However, the 5 Year Agreement (5YA) funding cannot be used for maintenance. It is only for capital improvements to buildings and other school facilities.

Content kindly provided by the Ministry of Education and adapted to fit this magazine. More information can be found at www. education.govt.nz.

Protected trees Check if a tree is protected. Some trees are protected such as naturally established native trees, trees with historical, cultural or botanical value and trees protected on the certificate of title, which might need a resource consent to do anything to them.

If your school has a protected tree you may need resource consent for activities near it such as excavating or digging, depositing material close to the tree, construction work, putting in pipes or power lines, and storing things under the tree.

Although resource consent is probably not needed for

maintenance, such as trimming or removing dead branches, it is best to check first.

Some councils have general rules around removing trees, so contact your local council or Heritage New Zealand to find out if any trees at the school are protected. The Ministry of Education suggests visiting the Heritage New Zealand website for more information in regard to protected trees.

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

Tāne Mahuta is the largest living kauri tree in New Zealand.

However, trees don’t have to be as old or large as Tāne Mahuta to be protected. Naturally established native trees, trees with historical, cultural or botanical value might be protected.

Do you have any protected trees on your school campus?

If so, a little digging into why the tree is protected can be a fun and interactive way to teach students about native wildlife or local history.

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Solidscaff Solidscaff is a family run business operating out of Palmerston North. As a Company, we are totally committed to delivering highly professional and timely scaffolding solutions to residential and light commercial clients within the greater Manawatu Region.

Managing Director – Philip Hiku has an excellent reputation in the industry, is known for being a problem solver and is timely in his execution. With over a decade in people management, Phil also brings with knowledge of the industry having spent the last 3 years as a Scaffold manager, Phil and the team have the skills and experience to complete any job to a very high standard.

Solidscaff is positioned at the top end of the industry from a service point of view with very competitive pricing and dealing with Solidscaff, safety and interaction with our customers are at the forefront of our Company’s values.

are trained professionals in the safe erection and dismantle of scaffolding.

Health and Safety measures, we take on all sites: • Worksite compliant PPE at all times Eg: steel caps, Hi-Viz clothing, hard hats and harness (when required).

• Follow good Practice Guidelines as set out by Site Safe NZ, when erecting and dismantling any scaffolding.

• Weekly Inspections on all jobs – all jobs will be tagged with further information.

• Regular review of our Health and Safety practices to ensure we stay up to date with the industry.

We offer high quality, reliable scaffolding in a safe and timely manner.

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clients are supported to ensure safe working conditions are maintained for all workers.

With super friendly and courteous employees we pride ourselves on highly professional interactions, quality service, competitive pricing underpinned by strong work ethics and values.

We support industry growth and best practice in all areas of compliance and innovation, making us an easy choice for our clients.

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