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14 The Principal of Principals
Leanne Otene is the first wahine Māori President of the New Zealand Principals’ Federation and the principal of Manaia View School in Whangarei. As an advocate for principals all over the country, Otene shares her opinions on current events in education, leadership, balance, and more.
On the front cover of this Principals Today issue is Leanne Otene, President of the New Zealand Principals’ Federation, the first wahine Māori in the role.
Our anonymous teacher column looks at inclusive education for neurospicy learners, and another piece deep-dives the neurodiversity movement.
This issue focuses on education outside the classroom, from advantages and management to aquatic literacy and surfing skills. We also look at how schools can build inclusive playgrounds and outdoor spaces.
We also look at the changing education landscape, starting with the rainbow connection: your guide to queer advocacy for Kiwi students. We get reacquainted with charter schools, get our paws on the matter of furries in the classroom, and much more.
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St Thomas’ principal Steve Hart on tomorrow’s young men
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Furries in the claws-room
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Tackling bullying in a new way
KiVa takes a new collective approach to bullying
healthy choices The return of the Zespri Young and Healthy Virtual Adventure
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From closure to comeback Dissecting the Government’s reintroduction of charter schools 54 Staying safe around schools
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Delivering creative and fun learning opportunities to students 64 Active engagement
The importance of encouraging kids to get involved in extracurricular activities 82 The best in asbestos
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The staffroom Anonymous teacher column
Can you discuss what support systems are in place for neurodiverse students in mainstream schools and how these systems address diverse needs?
In schools and classrooms:
Special Education Needs Coordinators (SENCOs) and Learning Support Coordinators (LSCs) coordinate the support and resources for students with special educational needs, including neurodiverse students. They work with teachers, specialists, and whānau to develop Individualised Education Plans (IEPs).
Resource Teachers: Learning and Behaviour (RTLB) work across clusters of schools, supporting students with learning and behavioural needs. We help to implement strategies and interventions to support neurodiverse students in the classroom and the school environment.
Teacher Aides support academic tasks, behaviour management, and other aspects of the student’s learning and participation in the classroom. This can range from tech support to toileting!
How adequate are the resources (both material and human) available to support neurodiverse students? What are the most significant challenges you’re currently facing?
On paper, this appears to be a lot of support, but it is all limited by the availability of funding. As the funding has increasingly failed to keep pace with the rapidly growing need, we are left with a situation where the above list of supports starts to look like a wish list of good intentions. One of the responses that successive governments have had is to set the criteria very high for the accessing of support so that lots of families in need miss out.
Another problem is that the availability of support is often dependent on where you live in NZ. Families outside of the main centres find that the necessary level of expertise is not available. They are often unable to get an early and accurate identification of neurodiversity.
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Some schools have designated units for students with specific needs, including those with neurodiversity. This way, students’ needs are met while still allowing integration into mainstream classes and activities when appropriate, meeting the school’s inclusion criteria.
Beyond the schools and classrooms: Specialist services and professionals, such as Speech-Language Therapists (SLTs), Occupational Therapists (OTs), Psychologists (ministry or private), and Counsellors (ministry or private) provide assessments, therapy, and guidance to address specific needs related to communication, sensory processing, emotional well-being, and other areas of need.
A nationwide problem is that families who are able to get their child assessed are having to wait for support because of the problem of attracting and retaining specialised professionals, such as educational psychologists, speech-language therapists, and occupational therapists.
In class, teachers are reporting that they feel inadequate to deal with the volume and severity of the needs that they are having to deal with. It is not a significant part of teacher training. And the funding for the intensive Professional Development required is just not forthcoming.
Stigma and misconceptions surrounding neurodiversity can exist among educators, peers, and families, leading to potential barriers to understanding and accepting neurodiverse students’ needs.
Raising awareness and promoting inclusive attitudes is an ongoing challenge.
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Yes, they have. Neurodiversity is in no way new. Though the concept gained traction in the 1990s, the variations in brain function that it describes have always existed.
Growing awareness of neurodiversity has led to more diagnoses. This doesn’t mean there are more neurodiverse people than before, simply that more are being identified as ADHD, autistic, and so on.
Parents of neurodiverse children recently shared their concerns with the media over the Government’s attendance action plan. Further, one Education Hub study warned that schools and early childhood centres are failing autistic and other neurodiverse children.
Its report said 15 to 20 percent of the population was neurodiverse. While the school system was supposedly inclusive, that was not the reality.
“Many parents gave heartrending accounts of the mental health impacts they witnessed in their neurodivergent children during the time they attended school, describing trauma
responses, clinical depression, anxiety, self-harm and suicidal ideation from as young as the age of six.”
There’s evidently much work to be done in the neurodiversity space to ensure we are effectively meeting every student’s needs. This starts with framing neurodiversity correctly.
That being, neurodiversity is not a deficit, just a different way of thinking. This has also led to people self-identifying as neurodiverse even if they don’t have a formal diagnosis.
According to The Education Hub, “The concept of neurodiversity embodies a strengths-based model that shifts the focus away from the challenges of students with neurological differences in favour of finding ways to work with the strengths of the student to enable them to participate and experience educational success.
“In this model, the strengths and interests of the student are the starting point for curriculum design, teacher pedagogy, and the design of the learning environment.”
Read more at The Education Hub’s website: https:// theeducationhub.org.nz/
“In this model, the strengths and interests of the student are the starting point for curriculum design, teacher pedagogy, and the design of the learning environment.”
“This movement includes neurodiversity as part of the disability rights movement,” says the Ministry of Education’s operations and integration team leader Sean Teddy.
“The neurodiversity movement is founded in the social model of disability, which asserts that people are not disabled by their condition but by the physical, attitudinal, communication and social barriers that are created in society.
Understanding and valuing the diversity of ākonga helps us to create learning environments that are welcoming, responsive, and inclusive from the outset.”
On accommodating neurodiverse students, over the years, teachers have evolved their practice from a one-size-fits-all approach to understanding the varied ways in which students engage in
learning. But these efforts must continue to develop.
“What was once just available to some ākonga, based on a perceived individual difference, is instead available to all,” Sean says.
“Teachers are using inclusive teaching and learning approaches such as Universal Design for Learning (UDL) which looks at the multiple ways ākonga learn and makes available to them diverse ways to participate in and contribute to their education.”
UDL helps educators examine their students’ learning goals and identify barriers to full participation. Teachers must design barrier-free access for all rangatahi.
The Ministry of Education’s Inclusive Education website has a number of beneficial strategy guides.
Stay healthy, stay in school
By Paige O’Brien
Keeping schools free from the spread of germs and illnesses is a top priority for educators and parents alike.
Since schools can be breeding grounds for viruses and bacteria, it is essential during the colder months and post-Covid to implement measures to keep students healthy and at school. Here are reminders of ways to prevent bugs and sickness from being passed around on school grounds.
1. Promote regular handwashing: Hand hygiene is one of the most effective ways to stop the spread of germs. Schools should encourage students to wash their hands thoroughly with soap and
water for at least 20 seconds, especially before eating, after using the bathroom, and after playing outside.
2. Implement a thorough cleaning routine: Regular cleaning and disinfecting of surfaces and objects that are frequently touched, such as desks, doorknobs, and computer keyboards, can help reduce the spread of illness.
3. Educate about respiratory etiquette: Teaching students to cover their mouth and nose with a tissue or their elbow when coughing or sneezing can significantly reduce the spread of respiratory droplets. Ensure tissues are disposed of immediately, and hands are washed afterwards.
4. Stay updated with vaccinations: Vaccinations are critical in preventing disease outbreaks. Schools should encourage families to keep their children’s vaccinations upto-date and inform them about the importance of flu shots each year.
5. Facilitate adequate ventilation: Good ventilation reduces the concentration of airborne contaminants, including viruses. Ensuring that classrooms are well-ventilated can decrease the risk of airborne diseases.
6. Encourage sick students to stay home: Schools should have clear policies that encourage students and staff to stay home when they are sick. This not only helps in their recovery but also prevents the spread of illnesses to others.
By keeping these guidelines in mind, schools can create a safer and healthier environment, minimising the transmission of diseases and ensuring students remain healthy and ready to learn.
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The Principal of Principals A
korero with Leanne Otene
As told to Paige O’Brien
Leanne Otene is the first wahine Māori President of the New Zealand Principals’ Federation and the principal of Manaia View School in Whangarei. As an advocate for principals all over the country, Otene shares her opinions on current events in education, leadership, balance, and more.
What is your support system?
My whānau and friends are incredibly important to me and their support is paramount. They keep me grounded in the reality of daily life and provide essential emotional support.
I am also very proud to be Māori, of Te Rarawa descent, and a mokopuna of Hapakuku Ruia. The cultural support of my hapū, Ngāti Kuri and Ngāti Wairupe, means a great deal to me. Knowing where I come from and who I am because of my ancestors is deeply significant.
Professionally, my office staff, the NZPF executive committee, national and regional principal leaders, the Māori Achievement Collective Facilitators (MAC), and my colleagues form an exceptional support team. They offer intelligent critique and trustworthy advice, keeping my advocacy work relevant and grounded in the realities of leading schools. I am extremely fortunate to have professional connections that span nearly 30 years as a principal. I truly value, nurture and appreciate these relationships.
They say it takes a village to raise a child, and for me, it has taken a village to get me to where I am today. Because of this, I strive to honour the support I’ve received by giving back as much as I have been given.
How do you unwind after a busy day?
I believe in maintaining a work/ life balance, though it can be challenging in my current position as I live away from home for work. It is up to me to monitor and recognise when it’s time to stop working.
I am also very proud to be Māori, of Te Rarawa descent, and a mokopuna of Hapakuku Ruia. The cultural support of my hapū, Ngāti Kuri and Ngāti Wairupe, means a great deal to me. Knowing where I come from and who I am because of my ancestors is deeply significant.
I pride myself on being available and connected to those I serve, which can easily blur the lines between work days and hours and me-time. To achieve work/ life balance, I have to deliberately set aside time for activities outside of work and travel home to the Far North to reconnect with my whānau and whenua as often as possible. Nothing relaxes me more than spending time outdoors, like fishing with my whānau.
While in Wellington, I try to schedule a daily walk and have enjoyed several treks and trails
on the weekends. A daily phone call to one of my whānau or close friends acts as a magical relaxation pill.
I also look to the younger generation and listen to them— my sons, nieces, nephews, and other young people I encounter. They have an interesting perspective and have no problem turning off their phone alerts or ignoring workrelated emails until the next morning or after the weekend. They manage a healthy social life with their friends - without being reckless. They balance this with a deep appreciation of the outdoors, exploring the beautiful natural environment around us while staying informed about global events.
I believe the younger generation has much to teach us if we just listen.
What are some important qualities for leaders that weren’t as important ten years ago?
I would go back further than a decade, all the way to the 1984 Labour-led Government that
introduced Tomorrow’s Schools and significantly expanded the role of principals. The Boards of Trustees vary in their governance skills, and while the involvement of parent communities in schools can be immensely rewarding, it can also be a source of stress.
The working relationship between principals and their school boards is critical. Principals manage the day-today operations of their schools and are accountable not only to their school boards but also to the government. This requires proficiency in administration, HR, property management, finances, health and safety, and leadership in teaching and learning.
School leaders need exceptional time management, organisational, and administrative skills. They must have a deep understanding of teaching, learning, and curriculum, with a particular focus on pedagogy.
Building relationships is key— they need to connect with their communities, iwi, hapū, students, parents, school boards, and business communities. They need high empathy, generosity, and a strong sense of service. Believing they are making a difference for young people requires them to be highly self-reflective and committed to continuous improvement. Perhaps most importantly, they must be agile and adaptable.
Leanne, with some Year 8 students at Manaia View School
The NZPF national executive.
What do you love the most about your position, and what do you enjoy the least?
It is always watching children make progress in academic, behavioural and social learning that is the most satisfying. In this position, my role involves advocating for principals to ensure they have the resources, tools, and personnel necessary for our young people to thrive. It is incredibly satisfying when NZPF makes progress in advocacy efforts to better meet the needs of our members and, therefore, improve outcomes for students.
The least satisfying tasks are typically compliance-related, as they add little or no value to the progress and achievements of our young people.
What are some good ways to bring the Māori perspective into the classroom?
Te Tiriti underpins the kaupapa of every school in Aotearoa New Zealand, and is embedded in all aspects of the school, from governance to curriculum delivery in partnership with the school community, iwi and hapu. This is achieved through professional development and the sustainable teaching of cultural competencies and this is all led from the top.
For example, principals engaging with the Māori Achievement Collaboratives (MACs) provide participating principals with an understanding of a Māori worldview alongside their own. This leads to a school where you would expect te reo and
tikanga freely used across all aspects of the school and matauranga Māori integrated across the curriculum.
How is the cut on transport funding impacting students?
This is another barrier to making school attendance more difficult and makes little sense when the Government is so focused on improving school attendance.
What were your thoughts on this years Budget?
All new funding for education is welcome. We understand the current financial constraints and acknowledge that this budget was always going to be tight. It’s a matter of priorities. Learning support and principal leadership development are two of the Minister’s priorities that have not yet received adequate funding.
Currently, providing learning support for our most vulnerable students is not equitable, and there is a desperate need for specialist support. The postcode
of a school should not determine the availability of specialist support for students, and the lack of available learning support hours should not prevent a child from receiving necessary assistance in class.
We also know that principals, alongside teachers, have a significant impact on student outcomes. We are the only jurisdiction in the OECD without a Principal Development Centre or a structured pathway for principal development. Although work on this has started, and we are appreciative of this, it will require additional funding to create a roadmap for sustainable principalship.
What are your thoughts on Charter schools?
The NZPF position is to advocate for high quality public education available to all young people in Aotearoa New Zealand. The recent Government Budget allocated $153 million to reestablishing Charter schools
in New Zealand with a view to having 50 operating within the first Government term.
Given the financial constraints the country is facing, I do not believe Charter schools are a priority above learning support and leadership.
Has educational software decreased attention spans and engagement?
Technology is an invaluable tool in the classroom, offering a range of resources and interactive learning opportunities essential for 21st-century learners. However, it must be used responsibly and balanced with other face-to-face teaching methods to ensure a wellrounded education.
Overusing blue screen technology, especially those platforms driven by addictive algorithms, can be detrimental to young people. Excessive screen time can lead to issues such as reduced attention spans, impaired social skills, and negative impacts on mental and physical health.
What feedback are you hearing from teachers and principals about the phone ban so far?
For most schools, the cellphone ban was inconsequential since many had already imposed school policies restricting cell phone use during the school day. Exemptions will always be necessary, and the Minister is not averse to ensuring sensible exemptions can apply where necessary.
What goals do schools have regarding youth violence?
Successfully avoiding violent behaviour at school requires strong policy statements constructed in partnership with the community and implemented by schools. These would include intolerance of bullying behaviour as well as verbal and physical behaviour that can harm others.
A school culture that fosters tolerance, inclusion and empathy can lead to healthier relationships between students. Schools cannot be responsible for behaviour that occurs outside of the school property.
Leanne with her whanau. Husband Stewart and sons Josh and Connor
Leanne at home in the far north-east coast
Leanne addressing the NZPF Conference 2023, Queenstown
What school did you go to? Translating the Cantabrian hello
By Ben O’Connell
“What school did you go to?” asks your new friend outside the dairy. It’s impossible to grow up in New Zealand, and in particular Christchurch, without being posed this question.
Perhaps it’s the old boys’ network at work. Christ’s College is Ōtautahi’s oldest high school, established in 1851, a year after the first four settler ships arrived in Lyttelton.
The often labelled ‘big six’ schools, Christ’s as well as St Andrew’s, Boys’ High, Girls’ High, St Margaret’s, and Rangi Ruru, were all founded before World War I. Almost every other school that followed was established after WWII.
Alumni networks ran deep by then, tending to maintain wealth and influence for themselves. With this, some could see asking someone what school they went to as a quick way to determine socioeconomic status.
The most notable rivalry is Christ’s versus Boys’ High. Their beef harks back over 130 years to when they were the first two all-male schools in Canterbury, also situated within 100 metres of each other. Their traditional annual first XV rugby grudge match has young men passionately chanting soggy and syrup.
But maybe it’s as simple as whakapapa. There’s an interconnectedness and reassurance of belonging that comes with understanding someone’s background and any social circle overlap. For young adults, it compares to asking someone what they do for work. Emotions were high when several Christchurch schools closed and merged in the 2010s. And that’s because, for whatever reason, the school you attend matters in Ōtautahi, more than it does in other major cities.
Who actually cares, though? For students, school is their entire world. For young adults,
Emotions were high when several Christchurch schools closed and merged in the 2010s. And that’s because, for whatever reason, the school you attend matters in Ōtautahi, more than it does in other major cities.
university acceptance can feel like life or death. For adults, where you studied matters little.
Every school offers opportunities for growth, and that depends on the student. Indeed, private schools often have better facilities and equipment, which can lead to better results. NCEA results continually correlate social privilege with average achievement levels. Some caregivers make major sacrifices to get their children into private education. Students may also feel pressure to achieve, which
can motivate or harm them. Beyond achievements in academia and sports, social and emotional education also matter. Ensuring each child receives a well-rounded education comes before the city-wide politics of school selection.
Simply put, competence and personality trump your alma mater. Students who didn’t attend a ‘big six’ school are in no way less educated. Ōtautahi ought to ponder if and when reputation is worth more than education.
By Jamie Quinn
The rainbow connection Your guide to queer advocacy for Kiwi students Supporting rainbow students
Imagine walking into a school where acceptance is the norm, the curriculum celebrates diversity, and teachers greet students by their chosen names.
Educators hold the power to transform classrooms into safe spaces. Creating a climate of respect is the first step. What this looks like will be different for every classroom and doesn’t need to be grand gestures. Rather, everyday trust is earned through using inclusive language, respecting chosen names and pronouns and challenging outdated stereotypes.
Creating a safe and inclusive space is a continuous journey. It’s about learning from students, acknowledging mistakes, learning from them, and keeping communication open. This can
also include building clear antidiscrimination policies for the classroom- not just words on paper, but actively enforced to shield students from harassment.
While a teacher may strive to be a supportive resource for their queer students, they must also recognise there may be situations where their own experience or knowledge won’t be enough to fully support the student. If a student falls outside the teacher’s expertise, they need to be knowledgeable about external support. Together they can explore resources like rainbow organisations, online communities, or mental health professionals specialising in supporting queer youth.
Teachers won’t always have all the answers, but having a teacher who’s committed to guiding students towards the support that best fits their needs can make all the difference.
Teachers won’t always have all the answers, but having a teacher who’s committed to guiding students towards the support that best fits their needs can make all the difference.
Schools Out NZ advocates for the inclusion of LGBTQIA+ topics in the curriculum and for creating safe and inclusive school environments.
RainbowYOUTH is a national organisation dedicated to supporting LGBTQIA+ youth in New Zealand. They offer a variety of resources, including peer support, events and workshops.
OUTLine NZ is a national LGBTQIA+ mental health helpline offering free and confidential support.
InsideOUT works to make Aotearoa a safer place for all young people of diverse genders and sexualities to live and be in.
Save the date
By Paige O’Brien
Given the growing number of tamariki who identify as members of the LGBTQIA+ community, it is crucial for schools to include pride-related events and significant dates in the academic calendar. This promotes inclusivity and shows support for these communities.
Some key dates within the pride calendar that schools could recognise throughout the year include:
July 9th – Anniversary of the Homosexual Law Reform in NZ (1986)
The second half of the 20th century marked significant strides towards social acceptance both in New Zealand and worldwide. More particularly, the Homosexual Law Reform Bill was passed here in 1986, playing a momentous role in restoring rights and freedoms to those who identify as part of LGBTQIA+.
August 19th – Anniversary of the Legalisation of Same-Sex Marriage in NZ (2013)
This year marks the 11th anniversary of the Marriage (Definition of Marriage) Amendment Bill, also celebrated as the Marriage Equality Bill, which was passed by Parliament, allowing same-sex couples to marry legally.
September 16th-23rd – Bisexual
Awareness Week
Created by Pride New Zealand, Bisexual Awareness Week, or BiWeek, is an annual acknowledgement that celebrates the bisexual community and provides cultural acceptance. It also provides a platform for advocating for bisexual rights.
October 20th – Spirit Day (Wearing Purple to Stand Against Bullying of LGBTQIA+ Youth)
Annually, millions around the globe don purple attire on Spirit Day to express solidarity with LGBTQIA+ youth and to take a stand against the bullying and harassment many face due to their identities and sexuality.
November – Trans Awareness Month
November is designated as Transgender Awareness Month in New Zealand. This month focuses on celebrating transgender individuals and heightening awareness of the challenges faced by the transgender community across the nation.
What the statistics say
By Ben O’Connell
In November 2022, Stats NZ reported that 4.4 percent of Kiwi adults identified themselves as queer. 58.3 percent of Aotearoa’s rainbow community was aged 18 to 34.
Historically, many rainbow people didn’t come out until later in life, if at all, due to societal and legal pressures. The youthfulness of New Zealand’s queer community can be attributed to progressive law changes, increased visibility and acceptance, generational differences, and digital media’s influence.
The report also found that rainbow folks are more likely to continue in academia with age. 33.9 percent of those who identified as rainbow held a bachelor’s qualification or higher, compared with 27.7 percent of those not in the queer community.
Further, a 2021 Household Economic Survey found that members of the rainbow community are more than twice as likely to experience daily feelings of anxiety and depression compared to their non-LGBTQIA+ peers.
The statistics paint the picture of rainbow New Zealanders as young, neurodiverse, and likely to pursue education. Queer advocacy where young people are, so education spaces, is critical.
Rainbow youth are overrepresented in bullying statistics. Te Ngākau Kahukura outlines how queerphobia impacts mental health and academic achievement with lifelong impacts on income and identity.
The University of Auckland’s Youth2000 series found nearly one in five sexual minority students reported being bullied weekly, more than four times the rate of their peers. The Counting Ourselves survey found more than one in five trans and non-binary students were bullied at least once a week.
Supporting and advocating for rainbow students is as vital as ensuring educators have access to learning and development opportunities to communicate high expectations to LGBTQIA+ students.
Let’s talk about the basics
How to have conversations that improve assessment
Now that we are into the second half of the year, you’ll hopefully have a strong sense of what the new government initiatives are shaping up to be, and what this means for your school. With a very strong focus on the quality of achievement information across the country, it’s time to have your sights set on assessment capability.
At this stage, it looks like the guidelines for a refreshed English learning area will be ready for Term 1 2025. However, as we well know, the timelines are under review and are dynamic!
Ultimately, whatever you are required to assess, as always,
it’s going to be what you measure in your school, and then, what you do with the data that you gather that’s going to matter to the students and your school community.
It’s been a very long time (2010) since a government mandated assessment so strongly, when the then Minister of Education, Anne Tolley, introduced the ‘national standards’ policy, focussed on reading, writing and maths. For some school leaders, this latest wave of assessment focus will be something quite new. Others of you may already have a good understanding of how this worked on the ground previously.
Now, some 15 or so years on, it’s going to be interesting to see how the six new Government priorities (three of which have a strong theme of improving assessment) are rolled out and
received, and the impact the various initiatives will have.
Rob Clarke CEO of Learning Architects
When you have to make significant changes at pace, looking intentionally at what you are measuring will also help raise the quality of your curriculum implementation. Often, it’s knowing where to start that’s the real challenge!
Gather your facts
Doubtless your school will have areas of strength and areas for improvement. If your localised curriculum is already clear, and your teachers are planning accordingly and in a consistent manner, you may just need to refine your approach to realign with Ministry ‘checkpoints’. If having to implement new assessment practices to this extent is all a bit new to you or your staff, a logical starting point could be looking at the
balance of formative versus summative assessments. Or perhaps moderation of teacher judgements is an ongoing area for development and focus.
The type of data and how you collect it is the first thing to determine. What you then do with it is the key. What your school’s data profile, trends and patterns look like will be unique to your school, so you and your leadership team will need to identify what’s important, what to measure, and then take a tailored approach to school-wide curriculum design (that includes assessment).
Take care of the real basics
With any approach to quality assessment, it can be easy to get distracted (either with other areas of focus or school initiatives) and neglect the ‘basics’. Before you get too carried away thinking about how you’re going to tackle meeting any new targets or milestones, take the time to double-check how well you and your team are:
• Setting goals for themselves, their departments and students
• Ensuring everybody (students, teachers and leaders) receives and uses quality feedback
• Given (and give) opportunities to reflect with clear next steps.
Doing these basics well will build and strengthen relationships between teachers and students, which enable students to take charge of their learning.
Once you have these basics in place, other less obvious aspects that may also be worthy of your attention are:
• The degree that students have agency in their learning
• Tuakana teina and the use of self and peer-assessment
• Involvement of whānau and community in the learning process.
Whichever assessment issues are a focus for your school right now, one thing is certain, the quality of the conversations your staff have will continue to set a foundation for your school to move forward. And the way that you as a principal talk about what you aim to achieve as a school together with them, sets the tone.
Set the right tone
If you have established a culture of effective collaboration through quality conversations, you and your staff will be better equipped to explore these links between curriculum, pedagogy and assessment, identify opportunities for learning and growth for staff, and make improvements ‘in the moment’. In essence, it makes your school
When you have to make significant changes at pace, looking intentionally at what you are measuring will also help raise the quality of your curriculum implementation. Often, it’s knowing where to start that’s the real challenge!
culture more agile and adaptable so you can initiate changes easily.
Foster meaningful conversations
When there is a culture of self-improvement, the curriculum is more likely to be responsive to the changing needs of your students and community, and it will also increase learner agency. Central to leadership is to help staff improve how they collaborate so they can take charge of improvements themselves.
If you think about your staff, no doubt you will be able to identify those who are open to collaboration, those who may need to improve how they give feedback, and others who need
to be encouraged to speak out more. The key is to foster an environment that enables the conversations about assessment and improvement to happen.
Next time you have the opportunity, listen in on a discussion where staff are evaluating a piece of student learning, and pay particular attention to these three aspects:
1. How well people understand the student’s learning in relation to any benchmarks that are in place
2. How well they assess the quality of the learning and identify next steps
3. Whether this assessment enables action to happen as a result.
Helping teachers to understand, critique and act on evidence of student learning is one of the greatest levers for improvement in your leader’s toolkit. An off spin of this can be that the likelihood of teachers embracing responsibility of all students (not just those in their own classroom), increases.
So how might you know these sorts of conversations are robust and focused on improvement? – One way is to reflect on these areas:
• How often there are formal conversations focussed on evidence of learning, where staff discuss what the evidence shows, and identify next steps for students? Is there a regular and significant time slot allocated in every team meeting for analysis and discussion about student progress and achievement?
• What is the quality of the conversations themselves?
• What are the opportunities for people to have informal discussions about student achievement?
Making sure that people have a range of opportunities, from having a passing chat to having more robust, intentional discussions will support your school culture to become more assessment capable.
Create a supportive environment
Quality conversations are only going to happen when people feel confident that they are supported to discuss issues freely.
As a leader, there are a few things that, while not always easy to achieve 100 percent of the time, you can be mindful of and intentional about, that will help improve the quality of the conversations among your team.
These include being transparent and open, clear and respectful, results-focused, and allowing time and space for disagreement, as well as the following:
Provide ongoing, constructive feedback
Giving effective feedback is a bit of an artform and takes practice. But helping people give and receive constructive feedback from others is another important aspect in building a supportive environment.
The best feedback creates both positive improvements as well as strengthened relationships, so encouraging healthy and productive disagreement is an inevitable part of this (and a critical leadership skill).
Again, as with gathering your own feedback, giving feedback need not be complicated. If you are looking to get back to basics, then make sure you:
Digital technology continues to accelerate change massively in education and provides opportunities for assessing in new and exciting ways.
• Create opportunities for feedback to happen
• Intentionally include informal opportunities
• Shine a light on student achievements
• Make sure people have regular performance reviews
• Show gratitude and give people accolades for the work people are doing.
Take the opportunity to innovate
Having strong evaluation systems, frameworks and processes in place is vital for judging how well students are progressing and achieving. And while it’s important to start with the basics and do them well, we need to continue to be creative
and innovative in how we put these in place.
Digital technology continues to accelerate change massively in education and provides opportunities for assessing in new and exciting ways. And if you think about how and what was being assessed when you first studied teaching, hopefully there will have been changes that reflect this in your assessment practices!
You set the standards
As you consider your current annual implementation plan and look ahead to next year’s goals, remember to keep in mind how you will encourage everyone within your school to have constructive conversations.
Doing so will not only create a sustain a positive culture, but it will also help you sharpen your curriculum and improve assessment.
So, with all that in mind, who are you going to go and talk to now?
First aid training for schools: empowering staff and students to save lives
In today’s world, being prepared for emergencies is more crucial than ever.
First Aid Training for schools equips both staff and students with the essential skills needed to respond effectively in critical situations, ensuring the safety and well-being of everyone on campus.
Comprehensive training for real-life scenarios
Our First Aid training is designed to provide comprehensive first aid knowledge. The goal is to instil the skills, knowledge and confidence to administer first aid when it is needed most.
Key training areas include:
• Patient Care and Emergency Approach: Learn the
systematic approach used by first responders to handle patient care during emergencies.
• Practical Hands-On Training: Engage in practical exercises that cover patient assessment and management, CPR, and the use of an Automated External Defibrillator (AED).
• Common First Aid Conditions: Understand how to control bleeding and manage first aid situations such as shock, burns, fractures, soft tissue injuries, heart attacks, poisoning, strokes.
Certification and skills acquired: Participants will earn NZQA Unit Standards 6400: Manage first aid in an emergency situation, 6401: Provide first aid, 6402: Provide Basic Life Support.
“The goal is to instil the skills, knowledge and confidence to administer first aid when it is needed most.”
Empower your school community with the life-saving skills of first aid, learning from our highly experienced Emergency Response Trainers and ensure that both staff and students are ready to respond effectively in any emergency situation.
Better Workplace Training
Cultivating character
Fostering the young men of tomorrow
By Paige O’Brien and Ben O’Connell
St Thomas of Canterbury College (STC) principal Steve Hart has led the secondary school for two decades. Like every school nationwide, change is constant and essential.
Over the last ten years, the student body has diversified and increased by 100 students. New buildings have been built, old ones demolished. Long-standing staff have retired, and new staff and roles have emerged. Yet the culture remains the same.
Steve believes that educating students’ hearts comes before educating their minds. Having a very diverse community helps to foster a culture of acceptance and belonging. “Culture is at the heart of all we do,” he says.
“A big part of the culture at St Thomas is that our students understand who they are, what is important to them, and that they don’t have to change who they are to fit in.
“Subjects are a vehicle to teach resilience, commitment, authenticity, and interpersonal skills, to name but a few. If we enable our students to leave school with these developed character traits, they can learn anything.”
How important is sport to the students and the STC community?
Sport is another vehicle for building belonging and connectedness. It helps students, staff, and whanau connect and build long-lasting relationships. Sport and exercise are also well-researched to positively impact learning and positive well-being for our students and provide much-needed character development opportunities.
Success in sports has been
directly related to increasing achievement at all three NCEA levels as well as UE. The greatest lesson our students learn from sports is that the harder you work, the more successful you become.
“A big part of the culture at St Thomas is that our students understand who they are, what is important to them, and that they don’t have to change who they are to fit in.”
What do you think is the biggest challenge facing young men today?
A clear understanding of their identity and what makes a good man, understanding at a deep level who they are, and having the ability to believe in themselves to have high expectations of what they are able to achieve. I have seen in our setting a fantastic importance placed on the way our young men understand relationships, their understanding of an emotional language, and the importance of friendships, especially the impact that mates
have on the wellbeing of each other. A sense of belonging really is the key to bringing out the best in young men both in school and beyond.
What does religion mean to your students?
As a Catholic school in the tradition of Edmund Rice, our students interact with an academic pathway around their faith. Our students will often come from families that are at differing levels of their faith journey. It is our role to invite students to encounter Christ and invite them to deepen their faith. Daily, I see real excitement in
St Thomas of Canterbury College principal Steve Hart
our students to engage in social action via the principle of social justice. I believe young people, on the whole, really want to be part of a better world. They have a clear understanding of the barriers, inequalities, and inequities that exist in New Zealand and the world. Through their faith, I see daily examples of our charism on display.
How does STC support and feed its hungry students?
We have free food on offer for our students and families; we run our breakfast clubs as well, providing families that are doing it tough food for meals supplied by whanau in our community that have extra or are in a position to
support others; this is our culture and faith at work. The tuckshop is a busy place, and teenage boys sure eat a lot! We have 90 percent of students involved in physical activity at a variety of levels, from high performance to social; because the students are so active, the food in the tuckshop is in high demand.
How do you capture and maintain unruly students’ interest back in school and their education?
The key to behaviour is to understand that students will always reflect what’s occurring in society as they are products of it. Our attitude at St Thomas is to focus on a sense of belonging
through connection with others and on relationships between students, staff, and families. I always know that our school is at its best when the relationships are at their strongest. That doesn’t mean we don’t have to repair relationships or aim to improve behaviours. I do believe that in New Zealand, we need to change the narrative around behaviour, which is the greatest learning opportunity we have. We shouldn’t aim to replace behavioural issues with compliance. This often brings an environment based on fear and hierarchy, which we know doesn’t open up the prefrontal cortex in our teenage brains.
I often say to parents that if students are to cross boundaries, school is the place to do it. We have support and mechanisms in place for our young people to learn from. If our young people spend all of their teenage years compliant, then leave school and their support networks and cross the boundaries for the first time, often they don’t have the same supports in place to learn and repair the wrong they may have done.
What does the future hold for STC?
In the last five years, we have raised our academic achievement, which has been a great reward for the hard work of students and staff. The 2023 University Entrance result of 75 percent ranks amongst the highest for boys. We will continue to challenge the expectations and aspirations of our young men; I believe we have to see the same passion for raising achievement for boys as what we have seen for young women in the last couple of decades.
I believe young people, on the whole, really want to be part of a better world. They have a clear understanding of the barriers, inequalities, and inequities that exist in New Zealand and the world.
We need to continue to lead the way in developing young men who have a clear identity, who understand what a “good man” is, and who live a “virtuous masculinity” to be an example of eradicating toxic behaviours. These would be my goals. The gap in academic achievement between boys and girls in New Zealand is, on average, ten percent at most levels; young women in New Zealand are leading the way in academic achievement. We certainly see this at the tertiary level, with higher numbers of young women enrolling than young men. As a society, we need to focus on developing our young men to find their place in the world; it’s a place that needs to change from the past. I see our role as a leading boys’ school as one in which we aren’t producing a lost generation of boys but a grounded, emotionally connected, relational generation of boys.
The shift to digital exams
In a tech-driven age, the shift towards higher rates of digital exam takers reflects NCEA’s commitment to adapt and meet the evolving needs of students and educators.
NCEA recognises the importance of embracing technology for modern assessments. The move to digital exams offers flexibility, accessibility, and aligns with the digital skills needed in today’s workforce.
While online exams were available for selected subjects in 2015, end-of-year exams have become the new way of testing for many students in the last couple of years.
According to the Ministry of Education’s NZQA website,
students have been able to take their exams online since 2019.
It’s part of NCEA’s vision for a future-ready education.
By addressing challenges and leveraging benefits, NCEA is actively adapting to the evolving educational landscape.
Online exams break down geographical barriers, providing equal opportunities for all students. The flexibility of online assessments accommodates various learning styles, contributing to real-world skills crucial for the digital age.
Also, marking will be more efficient and faster to provide quick results to all students.
Addressing
challenges and ensuring security
NCEA is proactive in addressing concerns about security with robust cybersecurity measures. Additionally, efforts are made to bridge the digital divide, ensuring every student has access to necessary technology.
The successful transition to online exams requires educator readiness. NCEA invests in training programs to equip teachers with the skills needed.
Additionally, students are encouraged to familiarise themselves with the online testing platform for a smoother experience.
Students are also asked to be prepared for the paper and pen style to replace the computer when future possible disruptions may occur.
NCEA’s vision for the future NCEA’s shift to online exams goes beyond adapting to change; it actively shapes the future of education in New Zealand. Rather than merely responding, NCEA is leading the way, setting a standard for other institutions. This move showcases the potential of technology to enhance learning, preparing students for the future.
NCEA envisions a future where technology seamlessly integrates into education, providing students with the tools and skills needed for success in a rapidly changing digital world.
This commitment positions NCEA at the forefront of educational progress, not just adapting to the present but actively preparing students for future challenges and opportunities.
NCEA’s move to online assessments is a significant step forward in shaping the future of education.
By addressing challenges and leveraging benefits, NCEA is actively adapting to the evolving educational landscape.
For more information on NCEA’s move to online exams, visit www.education.govt.co.nz
Te Rā Daffodil
Become a school full of heroes.
Selecting a security provider
At a time when schools are under immense funding and cost pressures, the impacts of crime can be enormous—be it having to repair or replace damaged or stolen property, the reputational risk that the school may suffer, or even the emotional impact on staff and students.
Security is an important issue for schools, but it is often treated as a grudge purchase. It is easy to allocate funding to those measures that are most visible or are perceived as giving the “best bang for buck.”
To be truly effective, security needs to be specific to the environment and applied in an integrated approach.
The New Zealand Security Association (NZSA) recommends that schools work with licensed, experienced, and reputable security providers and implement a security plan that utilises a number of costeffective and complementary security measures to provide a layered and in-depth security solution.
Whilst such an approach won’t guarantee a cessation of crime, it will greatly reduce the likelihood of the school being
targeted and help minimise associated costs.
When selecting a security provider, there are some basic checks that the NZSA suggest schools and educational facilities undertake:
1. Ensure that they hold the necessary security licences.
You can either ask for a copy of their security licence or check via the PSPLA (Private Security Personnel Licensing Authority) Public Register.
(also known as a Certificate of Approval or CoA).
Staff are required to carry and display their licences while on duty. If the licence is blue in colour, it is a temporary licence and only valid for three months. During this period, they must complete all necessary training and apply for their full licence, which is green in colour.
4. Ensure the security provider documents service requirements in the form of Standard
The New Zealand Security Association (NZSA) recommends that schools work with licensed, experienced, and reputable security providers and implement a security plan that utilises a number of cost-effective and complementary security measures to provide a layered and in-depth security solution.
By Gary Morrison, NZSA CEO
6. Ask the provider to outline the training that they provide for their staff, including in-house and NZQA training.
7. Ask the provider to outline their ability to meet labour resource requirements. This should include backup staffing and the ability to meet surge requirements – for instance, if the school suffered a fire and onsite guards are required.
8. Challenge any providers who submit pricing significantly lower than other providers.
Guard and patrol services are predominantly labour-based and with pay rates reasonably consistent. Therefore, if a provider has significantly lower pricing, it must be asked if they are paying their staff correctly or are cutting corners in the service provision.
2. Ensure that they are an NZSA Corporate Member.
This will verify that they are of good standing, hold necessary licences and insurance coverage, and operate in compliance with industry codes of practice.
3. Ensure that all operational staff who may be attending your site hold a security licence
Operating Procedures (SOPs) for guarding and patrol services or a System Operational Requirement (SOR) for electronic security systems, including alarms, cameras, and access control.
5. Request references –particularly from customers within your immediate area and for similar size and scoped service requirements.
Electronic security services depend on using systems that are fit for purpose. If a provider submits lower pricing, it is possible that they are looking to use lowerspecification equipment.
Managing security provider relationships
By following the steps above it is highly probable that you will be engaging with a professional and reputable security provider. However, it is also important that the relationship is managed effectively.
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The NZSA recommend the following:
1. Ensure clear service delivery expectations are clearly articulated in the SOPs (Standard Operating Procedures) or SOPs (System Operational Requirements).
2. Establish clear reporting channels in place between both organisations, along with escalation procedures and points of contact. This should also include regular meetings, contract reviews, and emergency contacts.
3. Ensure that all service issues or concerns are tabled promptly and with the nominated point of contact. Your service provider will not be able to address service shortfalls if they aren’t made aware of them.
4. Pass on appreciation and positive feedback when appropriate.
5. Talk openly with your service provider. If you have budget constraints, let them know and ask for their suggestions on where services/costs can be trimmed without significantly impacting on to the level of security being provided.
Internal security and staff awareness
Whilst having effective external security will help minimise the risk of loss through theft or damage, it is also important that schools look to improve their own internal security practices and ensure that staff are made aware of the important role that they can play in creating a safer and more secure environment.
The NZSA recommend that schools develop and implement a Security Awareness programme for staff and ensure that this becomes embedded into the daily operations of the school.
Security is an important issue for schools, but it is often treated as a grudge purchase, and it is easy to allocate funding to those measures that are most visible or are perceived as giving the “best bang for buck”.
The Ministry of Education website can provide guidance and resources to assist with this.
About NZSA
The NZSA (New Zealand Security Association) is the peak body representing security providers in New Zealand.
The NZSA’s main areas of focus include shaping and improving industry best practices through standards, codes of practice, and guidelines, and ensuring that enduring training is fit for purpose and meets industry needs.
They also provide advocacy and education for continuous improvement, licensing adherence, and awareness of the importance of security to the wider community. Promoting viable career pathways and attracting new entrants to the industry are further focuses.
NZSA members collectively employ in excess of 24,000 workers and generate approximately 80 percent of industry revenues.
Furries in the claws-room
Understanding the furry community
In June 2023, two young women said in a viral TikTok that some Whangarei Girls High students who were in the furry community had started a petition for litterboxes in school bathrooms.
The Ministry of Education’s operations and integration team leader, Sean Teddy, says they were aware of online articles and social media posts relating to claims that litterboxes were placed in student bathrooms.
“These originated in the United States for those who identify as “furries”. The existence of both child “furries” and litter boxes in bathrooms was debunked soon after by Reuters, but similar
By Ben O’Connell
stories continued to spread among schools in other states.”
The Ministry is aware of the litterbox petition rumours and says the Whangarei Girls High principal confirmed they were untrue.
“Schools play an important and trusted role in responding to mis/ disinformation by teaching our young people critical thinking so they can make reasoned judgements about what they are reading, seeing and hearing,” Sean Teddy says.
“However, this responsibility stretches beyond schools and into our wider communities. We all have a part to play in challenging mis/disinformation and supporting young people to do the same with confidence.”
“These originated in the United States for those who identify as “furries”. The existence of both child “furries” and litter boxes in bathrooms was debunked soon after by Reuters, but similar stories continued to spread among schools in other states.”
As the furry community has grown, so has the prevalence of stories similar to this one that perpetuate negative stereotypes about them.
MJ from FurcoNZ, New Zealand’s largest furry convention group, says they have been unable to find any schools that provide litterboxes for their students.
They say the litterbox rumour is common, circulates yearly, and originated in the United States by right-wing commentator Joe Rogan.
After Republican pundits learnt that cat litter is part of American active shooter lockdown kits as an emergency bathroom bucket item, they wrongly associated it with the trans and furry communities.
“Foremost, the furry community is about accepting yourself and others - their odd interests, social quirks, unique expression, or anything else included.”
“While many furries do own a variety of items that help them into a more animal headspace, these tend to be much more standard and less gross items like human-sized fluffy dog beds and massive tennis balls!” MJ says.
“We do know of some schools that have been asked to amend uniform policies to allow wearable belt tails and similar items, mostly to keep that in line with other expressive or decorative elements that students may already be allowed.”
When asked what a furry is, MJ says that whoever wants to be a furry can self-identify. “However, more traditionally, it’s anyone who has an interest in anthropomorphic or humanised creations, ranging from classic cartoon characters, mythological creatures like dragons and gryphons, werewolves, modern movie creations like Avatar, and a million things in between.
“There is a huge amount of overlap with the online art communities, science-fiction and fantasy fans, and the LGBT community.” Particularly, some members of the trans community use furry as a way of exploring issues with body dysmorphia and self-identity.
The furry community is diverse in age, gender, socio-economic background, and other factors. For example, a private school in Melbourne made headlines last year for having a student who identifies as a cat.
Each furry is involved in the community in their own way. MJ says that only about one in four furries own a fursuit, a custom anthropomorphic animal costume.
“We’ve noticed this statistic going up significantly in recent
years, with the accessibility of online tutorials in making your own costumes, particularly amongst younger furs.”
Like many other niche groups, the internet has united the furry community, which MJ believes has been a massive help.
“Having a safe space where you’ve already got something “weird” in common allows people to feel much more confident - especially when you add the shield of a fursuit or even just online “fursona” or character in front.”
“One of my favourite parts of this community is seeing someone new who can barely speak to anyone without feeling uncomfortable, out at an event in costume, happily interacting with strangers and being really happy about it.”
FurcoNZ estimates there are about 1500 active furries in New Zealand. Based on recent surveys, about 20 percent are under the age of 20. With the growth of furry content on social media, MJ suspects there are likely more than the estimated couple hundred “younger furs” out there, though.
“We’ve had enough growth this year that our traditional allages camp, held at a traditional school camp-type venue, has exceeded its capacity, and we’re launching a dedicated 18-andunder youth camp this summer,” MJ says. FurcoNZ is an annual all-ages camp that runs over four days, typically held at the end of the year.
MJ says that schools shouldn’t provide litterboxes but should at least know where to refer students and parents if they want to connect with the furry community safely.
FurcoNZ says a common issue that parents have is discomfort with their child’s exploration of online spaces.
To tackle this, FurcoNZ hosts safe, moderated spaces for youth and will eventually create networking groups for parents and students. MJ encourages educators to contact FurcoNZ for advice on establishing safe networking sites.
“Since there are adult sides to the community, we have very strict child protection policies in place to ensure that no one inadvertently crosses things over into our youth-friendly spaces.
“But that’s common to most large social groups, and all the other parts of the community are so much bigger.
“The biggest advice I’d give to educators is to recognise that kids who identify as furries often have other needs.
“This is not saying there’s anything wrong with them, but I’d be carefully looking out for any support that can be given for sexuality, gender, social skills, neurodivergence, including ADHD, which is extremely common in the community, and general social fit.
“There are also a lot of opportunities to help build practical skills, tailoring extracurriculars to fit the community, whether that’s art, creative writing, music composition, or things like sewing and building animal costumes or masks as part of a drama programme.
“Foremost, the furry community is about accepting yourself and others - their odd interests, social quirks, unique expression, or anything else included.
“Being able to be yourself and be comfortable around others is the most important thing.”
Tackling bullying in a new way
By Ben O’Connell
Per this year’s Pisa report, New Zealand is ranked second worst in the OECD for school bullying. The KiVa bullying prevention programme aims to turn that statistic around.
KiVa is a research-based bullying prevention programme for schools. Its long-term preventative approach is proven to change group culture around recognising and not tolerating bullying behaviour.
The programme provides students and the wider school community with the knowledge and skills to identify and respond to challenging situations in order to reduce the long-term harm that bullying can cause. It does so across three focus areas: prevention, intervention, and monitoring.
The programme promotes an environment of collective responsibility and kindness, ensuring that students have a safe and inclusive place to learn, which is crucial to their social and academic success. This collective approach differs from traditional bullying prevention, which targets bullies and victims individually.
2022 survey data from KiVa schools across the country reported an average 26 percent reduction in students reporting being bullied after one year of KiVa Aotearoa implementation and an average 37.5 percent decrease in self-reported bullying of others.
After three years of implementation, the initial contract length for schools, reported bullying was reduced by an average of 31 percent, and self-reported bullying
of others was reduced by an average of 50 percent.
Surveys also reported an increase in students’ positive perceptions of their schools’ efforts to deal with bullying behaviours.
All students in a KiVa school (from Years 1 to 10) receive classroom lessons over the school year designed to work towards a culture change within the school environment and create a school climate that is not accepting of bullying behaviour.
Students are taught to recognise, respond to and be accepting of their own and others’ emotions and are equipped with strategies to act to defend themselves and their peers when bullying occurs.
Parents and whānau are informed and reassured that their schools have a proven way to address bullying issues. The wider community benefits from
the flow-on effects of changing community norms, which result in more respectful, happier, and kinder citizens.
Schools are given a clear and effective strategy to respond to bullying when it is reported. The process provides support for students, clarity for staff, and a detailed record of the intervention and its outcomes. A dedicated team of teachers receives extra training and support to implement this process with all the students involved.
Consistent monitoring of student voice data allows KiVa schools to track effectiveness and progress over time. This enables schools to tailor the programme yearly to the age groups or student demographics that most need it. KiVa schools gather this data by participating in an annual international student survey.
“The old school thinking of ‘bullying builds resilience’ and ‘everyone gets bullied - just deal with it’ is not acceptable anymore, and in wanting to tackle the behaviours and underlying social norms that support them, we are faced instead with a huge gap in communities’ ability to deal with the issues and behaviours they are facing effectively.”
Around 70 schools across Aotearoa currently deliver KiVa to their students. The Elephant Trust is a charitable organisation that holds the national KiVa operational license.
Director of Operations at The Elephant Trust Meg Craig says that bullying has always been around; we’re just more aware of its harms and effects today.
“The old school thinking of ‘bullying builds resilience’ and ‘everyone gets bullied - just deal with it’ is not acceptable
anymore, and in wanting to tackle the behaviours and underlying social norms that support them, we are faced instead with a huge gap in communities’ ability to deal with the issues and behaviours they are facing effectively,” she says.
“Of course, with social media and the increase in access to devices, online bullying is a growing and ever-evolving issue, and this changes the modern bullying situation considerably. Tamariki today get no respite from bullying behaviour reaching
them wherever they are, creating difficult dynamics for both home and school to manage.
“We need to educate and empower children and young people to safely take action and act in defence of a bullied student when they notice it happening, both on and offline.”
Around two percent of the nation’s schools have adopted
KiVa. Meg says it’s a great start, but the ongoing mission is to increase accessibility and participation.
“We would like all tamariki and rangitahi across the country to have the opportunity to learn in safe and respectful environments and be both educated and empowered to take action against bullying,” she says.
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Tackling the maths crisis
Maths is incredibly important, yet achievement in New Zealand has declined significantly during the last 20 years.
Less than half of Year 8 students are meeting expectations in maths, and a recent report from ERO has found that many teachers are not confident teaching maths.
ERO’s new report highlights what teachers can do to provide quality maths education for New Zealand’s learners in the first years of school.
“Maths is crucial to success across a wide range of subjects, and it is particularly important that students in Years 1 to 3 develop key foundational skills,” says Ruth Shinoda, Head of ERO’s Education Evaluation Centre.
“Yet we know our maths achievement is concerningly low and a quarter of new primary school teachers told us they feel unprepared to teach maths.”
ERO’s newest report showcases some of the great maths teaching already happening in New Zealand, drawing on the best evidence of what works to teach maths in the early years of school.
The report highlights the importance of daily dedicated maths time and teaching that is purposeful and builds on the existing knowledge of learners.
“Great maths teaching starts with valuing maths and communicating that maths is important, connects to the students’ world, and is for everyone.
“Getting maths teaching right in the early school years can set learners up with a crucial foundation for later on,” Shinoda says.
“With the implementation of teaching one hour of maths a day, it is important teachers are supported to make that hour count. This report is designed to provide teachers in Years 1 to 3 with practical examples of approaches to maths teaching that we know can make a difference for all students.”
About the report
The report is for teachers of Years 1 to 3. It draws on research and real-life stories and strategies to shine a light on the key ways that teachers can most effectively teach maths to students in the first years of primary school.
Why the research was done Maths is important – and not just in the classroom. It helps us understand our world. Mathematical knowledge is a building block of important life skills like problem-solving, communication, and creative thinking. However, student and teacher confidence in maths is often lower than in other subjects. It is common to hear both adults and children say they are ‘bad at maths’, or that maths is ‘only for some people’.
It doesn’t have to be like this - confidence and capabilIty in maths can be developed, the report says.
The early years of primary school are when students develop their key maths skills and understandings. The experiences, attitudes, and expectations formed at this time greatly influence future success in maths.
The quality of maths teaching makes a big difference for students’ confidence and
“Great maths teaching starts with valuing maths and communicating that maths is important, connects to the students’ world, and is for everyone.”
capability, particularly in the early years of primary school.
In Years 1-3, students are forming understandings of crucial maths concepts that will set them up for future learning and educational success.
The research and report share practical strategies for quality maths teaching in the early primary years, and shines a light on good practice. It is the aim of this research to lift teachers’ confidence and capability in this pivotal area of their practice. With improvements to maths teaching, all students can be supported to enjoy, find success, and benefit from maths.
ERO’s report can be found online at: https://evidence.ero.govt.nz/ documents/making-it-countteaching-maths-in-years-1-to-3
Inspiring healthy choices
The Young and Healthy Trust, in collaboration with program partner Zespri, is excited to announce the return of the Zespri Young and Healthy Virtual Adventure.
Amidst rising mental health concerns and decreasing physical activity rates, our mission is to foster optimal health from an early age by developing habits that support mental and physical wellbeing and the ability to learn and develop resilience for everyday life.
The program engages participants in fun and interactive activities, supported by a little innovative technology and inspirational role models.
“The Zespri Young and Healthy Virtual Adventure is designed to encourage healthy choices and physical activity so that young people can choose themselves,” says Kim Harvey, Founder of the Young and Healthy Trust.
Entrants earn points for realworld actions such as moving
regularly, staying hydrated, eating fruits and vegetables, and prioritising outdoor activities over screen time. This is entered online and features engaging elements such as creating unique avatars and virtually exploring global destinations, with ASICS Ambassadors Ameliaranne Ekenasio, Ardie Savea, and Kane Williamson providing inspiration and healthy tips.
Teachers have reported loving the program for fostering teamwork, greater enthusiasm for school-based activity, and discussions on healthy living among students and their whanau.
“It bonded the class on a common long-term goal. Highly motivating, and the changes have become habits for most students and whanau. Even less dramas - students who didn’t enjoy participating into physical education were more inclined to try a different sport and give things a go - which was awesome!” says Migi, a teacher from Pt England School, Auckland.
“The
Zespri Young and Healthy Virtual Adventure is designed to encourage healthy choices and physical activity so that young people can choose themselves.”
Kathryne, a teacher from Fairfield School in Dunedin, also says, “The students seemed happier due to more sleep and less screen time as they were trying to get their steps up.”
Families are encouraged to join the initiative, fostering a supportive environment for healthy habits to flourish.
With the incredible support of Zespri, there are close to 20,000 free places offered to schools nationwide.
With places filling fast, interested schools are urged to register via www.youngandhealthy.org.nz before August 2nd.
FEEDING LEARNERS HUNGRY GREAT FOOD
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It’s simple: Let our professionals feed hungry students, while your professionals feed hungry minds.
From academics to emotional support
The blurred line between teacher and parent
By Jamie Quinn
The fundamental role of a teacher has always been to educate. However, today’s educators find themselves responsible not just for teaching the curriculum but also for teaching social norms and behaviours usually taught at home.
These include teaching manners, self-respect and respect for others, punctuality, task completion and emotional regulation. All things crucial to a child’s development that are traditionally demonstrated by parents.
This shift is a direct consequence of a growing trend- many children are not receiving basic lessons in social behaviour and personal responsibility at home. Consequently, teachers are increasingly expected to fill these gaps, a situation that is stretching their capabilities and affecting their ability to teach effectively.
The challenges faced by students today are more complex than
ever before. Socioeconomic factors, family dysfunction, and mental health issues are all on the rise. Many students come to school hungry, unwashed, and emotionally unprepared to learn. They may lack basic coping mechanisms for dealing with stress, leading to disruptive behaviour in the classroom.
Teachers are often the first line of defence in identifying and addressing these issues, which can take a significant toll on their time and energy. They are expected to be counsellors, confidants, and disciplinarians, navigating a complex web of emotional issues their students bring to the classroom. This can range from mediating friendship conflicts to intervening in instances of abuse or neglect.
When parents are unable or unwilling to perform their responsibilities, society pushes these responsibilities to teachers who often are barely qualified to teach these subjects. This is due in part to increasing shortages of qualified people who will put up with poor treatment by
a large portion of parents and even students.
This shift in focus from academics to social-emotional learning understandably has consequences. The time spent addressing behavioural problems or providing emotional support is the time taken away from the subject being taught. This can lead to a compressed curriculum, with less time for critical thinking, exploration, and learning of core concepts. A classroom environment constantly disrupted by behavioural issues creates a stressful learning environment for everyone. Teachers may struggle to maintain a sense of order and implement effective teaching strategies when faced with students lacking basic life skills. Teachers are the backbone of our education system. When they are burdened with responsibilities beyond their core job description, the entire system suffers. It is important to recognise the challenges they face and
provide them with the necessary support to be effective educators.
The blurring of lines between teacher and parent is a complicated issue with no easy answers. Teachers should be empowered to do what they are trained to do—teach. This is not just about improving test scores but about equipping students with the knowledge, skills, and emotional intelligence they need to become well-rounded, successful individuals.
Expecting educators to make up for poor parenting is causing the severe divide we see between parents and teachers. When parents and teachers are at odds, it becomes difficult to create a unified and supportive learning environment. It’s important to remember that teachers and parents are on the same team, both wanting what’s best for the child. With a shared understanding of roles and responsibilities, we can bridge the divide and create a more positive and productive learning environment for everyone.
The reintroduction of charter schools From closure to comeback
By Paige O’Brien
According to the Ministry of Education website, the current education system in New Zealand is not delivering equitable and excellent outcomes for all students.
While there are no charter schools currently operating in New Zealand, this is not the first time they have been implemented. Charter schools first opened in 2014 but were shut down in 2018 by former Education Minister Chris Hipkins, who labelled them a “failed, expensive experiment.”
Now, the coalition government has allocated $153 million in new funding over the next four years to reestablish charter schools. Depending on demand, this funding could establish 15 new charter schools and over 335 public schools by 2025 and 2026.
But what sets charter schools apart from regular public, integrated, and private schools?
Governance and management
Charter schools are managed by independent organisations, such as non-profits, corporations, or community groups, rather than local government bodies. This independence allows for more creative and dynamic management practices. The governing bodies of charter schools have the autonomy to make swift decisions concerning staffing, curriculum, and financial management without the typical constraints faced by public schools.
Curriculum flexibility
Charter schools have significant freedom in setting their curriculum. While they must meet certain educational standards, they are not bound by national or local education curricula. This allows them to adopt innovative teaching methods, integrate
cultural teachings, or focus intensively on specific disciplines like STEM, arts, or vocational training tailored to the needs and interests of their student population.
Customised education approaches
Charter schools often serve distinct and specialised missions or educational philosophies. For example, some might emphasise project-based learning, bilingual education, or Montessori methods, providing niche educational experiences not commonly available in public schools. This specialisation often attracts families seeking a more personalised educational environment for their children.
Diverse funding sources
Charter schools can attract public funding in addition to government funding. This additional financial support can enhance their resources for specialised programs, technology, and extracurricular activities, thereby improving the educational services they offer.
Charter schools are managed by independent organisations, such as nonprofits, corporations, or community groups, rather than local government bodies. This independence allows for more creative and dynamic management practices.
Accountability for performance
Charter schools operate under a contract or “charter” with a chartering authority, often a government or non-profit entity, which stipulates specific academic and operational goals. They are directly accountable for achieving these goals and can be closed or restructured if they fail to meet the expectations set forth in their charter. This high level of accountability encourages a focus on performance and results, driving schools to innovate and improve educational outcomes.
Admission policies
Unlike public schools that generally enrol students based on geographic zones,
charter schools often use a lottery system for admissions. This ensures a non-biased selection process, giving all applicants an equal chance of admission, regardless of their socio-economic status or residential location.
As New Zealand prepares for the reintroduction of charter schools in the next academic year, all eyes will be on their ability to provide innovative education while being held to rigorous standards of accountability. Will this bold initiative bridge the educational divide, or will it revisit the challenges it faced in the past?
Eastown Timber is your destination for
timber processing in New Zealand
Our team of dedicated experts have a wealth of experience, we are at the forefront of the industry, driven by a passion for crafting timber into remarkable creations.
Current services available:
Timber profiling up to 300x100 mm
Re-sawing
Treating LOSP H3.1
Coating – Prime, Topcoat, Staining, Charring
Defecting and cut to length
Timber grading
Lamination
Custom production
Packaging for transport/export
We are approaching completion of the rebuilding of our plant following a fire in 2022.
Once complete we will also be offering:
CCA H3.2, H4, H5
Steam drying
Kiln drying
Bring your classroom to the great outdoors
In the evolving realm of education, a new shift is taking shape—one that values emotional, social, creative, and spiritual development alongside intellectual growth.
Schools are recognising the profound potential of Outdoor Education (EOTC) as an avenue for holistic student development.
School camps have emerged as a liberating gateway for students to connect with nature while honing life skills.
As education shifts toward preparing students for an ever-changing world, school camps become a vital tool. By merging the classroom with the great outdoors, schools foster engaged community members who embrace the future with a profound connection to the natural world. This holistic approach equips students with a diverse set of skills and
perspectives, making them wellrounded individuals prepared for life’s multifaceted challenges.
School camps offer students a profound connection to the great outdoors.
At the core of school camps lies experiential learning. Removed from their comfort zones, students apply knowledge and problem-solving skills to reallife situations. They develop teamwork, communication, and leadership abilities while building relationships, self-confidence, and resilience—essential life skills.
Christian Youth Camps provides activities and experiences beyond the classroom to give students the opportunity to interact with their teachers and peers in new environments. Contact us today to book your next school camp and see how we can help you meet your EOTC requirements.
Email: info@cyc.org.nz
Website: www.cyc.org.nz
New Zealand’s premier surf school
surf lessons | school education surf programmes | surf tours
Surfing is not just a sport, it’s something that will challenge, educate, inspire - getting students hooked for life!
We offer a variety of programmes, from our ‘Beach Safety Days’ to NCEA Achievement standard courses, which cater for every age; starting with primary through to high school and adulthood. You’ll be amazed at how transformational this sport can be for our younger generations! With 15 years of experience and over 250 schools under our belt, we pride ourselves on being one of NZ’s top surf education providers.
Our philosophy is that learning is something to enjoy and have fun with! Soaking up information is always easier when there’s a mix of visual, vocal and kinaesthetic styles, which is why we combine land-based lessons with water sessions, providing students with a mix of all styles; a space to better themselves. Our moana is the greatest teacher after all!
Experience the ripple effect as students become more confident, safe, and self-assured in the water after just one session; and how this pertains to other aspects of their lives. You pick the beach, we do the rest!
The undeniable advantages of outdoor education for children
In New Zealand, the Duke of Edinburgh’s Hillary Award holds a pivotal role in outdoor education for young people, profoundly influencing their development.
This programme, deeply rooted in the adventurous spirit and community ethos epitomised by Sir Edmund Hillary, provides unique opportunities for exploration and personal growth to young New Zealanders.
The program’s increasing global popularity is evident, mirrored by record participation in the UK, where over half a million young people engaged in 2022/23. Similarly, in New Zealand, the award resonates deeply with the nation’s affinity for the outdoors and commitment to youth advancement.
Structured around voluntary service, physical recreation, skills, and adventurous journeys, alongside a Gold Residential Project, the award offers a comprehensive developmental pathway.
The Gold Award, notably, mandates a residential project aimed at fostering community spirit and personal growth.
Participants undertake meaningful activities such as environmental conservation projects or leadership roles in camps, embodying Sir Edmund Hillary’s values.
The social impact of the Hillary Award in New Zealand is profound. Participants cultivate healthier lifestyles, heightened social awareness, and crucial skills like leadership, discipline, and communication.
Mercury Bay Holiday Park
These attributes not only enhance personal development but also bolster employability, preparing them effectively for future careers.
The programme also promotes community cohesion and environmental stewardship. Through voluntary service, participants forge deep connections within their communities, promoting social unity.
Participants undertake meaningful activities such as environmental conservation projects or leadership roles in camps, embodying Sir Edmund Hillary’s values.
Image from The Duke of Edinburgh's Hillary Award Facebook
Inspired by Sir Edmund Hillary’s enduring values, the Duke of Edinburgh’s Hillary Award in New Zealand transcends being a mere outdoor education initiative.
Adventurous Journeys nurture a love for the environment and active involvement in conservation efforts.
The Hillary Award in New Zealand benefits from robust support from partners and sponsors, ensuring accessibility for a diverse range of young people. Collaborators include governmental bodies and non-profit organisations, underscoring the program’s inclusivity and impact.
Businesses such as Social Nature Movement play a crucial role in this ecosystem.
By facilitating Duke of Edinburgh’s Hillary Award journeys, Social Nature Movement significantly contributes to promoting
outdoor education and holistic youth development in New Zealand.
They provide experiences that resonate with the country’s diverse natural landscapes while fostering environmental stewardship and community engagement.
Inspired by Sir Edmund Hillary’s enduring values, the Duke of Edinburgh’s Hillary Award in New Zealand transcends being a mere outdoor education initiative. It serves as a catalyst for personal growth, community building, and environmental responsibility, with the Social Nature Movement leading the way in delivering transformative experiences.
Gain new perspectives!
Kokako Lodge wants to see your students build their resilience, self-confidence, and well-being.
Doing outdoor activities is more than just a pastime, it’s a profound way to enrich students’ lives, fostering selfconfidence and resilience. Being located in the Hunua Ranges Regional Park, our camp is perfect for nature immersion for groups of any size. The location gives people a chance to connect with nature, escaping their urban lives. Whether it’s a challenging hike or building a successful watercraft to float on, overcoming natural obstacles provides a sense of accomplishment and builds robust self-worth.
Our outdoor activities also serve as excellent team-building exercises. Group activities
like wall climbing, low ropes, and search and rescue require communication, cooperation, and trust. These experiences help forge strong bonds among participants, enhancing their ability to work collaboratively in other areas of life - skills they will use for years to come!
Outdoor recreation encourages students to step out of their comfort zones, face fears, and develop new skills. Doing outdoor activities at Kokako Lodge nurtures the mind, body and spirit, providing a holistic approach to personal development and well-being under our umbrella kaupapa, “I am Me - I am Worthwhile”.
Let us work closely with you and your students to achieve your desired objectives.
Bring the harmony of nature indoors with Lundia’s custom-designed modular furniture systems. Crafted from sustainably sourced New Zealand pine, Lundia offers a simple Scandinavian aesthetic that complements any environment.
They believe in the power of biophilic design, using natural elements to create invigorating workspaces, calming homes, and inspiring schools.
For over 60 years, sustainability has been their guiding principle. That’s why architects, designers, and eco-conscious consumers all choose Lundia. Their commitment goes beyond style; it’s a dedication to the planet.
Inspired by nature’s efficiency, Lundia’s timber furniture is as beautiful as it is functional. They minimise waste throughout the entire manufacturing process, maximising the use of every piece of timber. Off-cuts are even transformed into their popular Eco Boxes and Ottomans!
They don’t just talk about sustainability; they live it. Cardboard, glass, and plastic are all carefully recycled. Even wood shavings get a second life as cat litter or oil spill absorbent.
But Lundia goes beyond sustainable materials. They offer a completely personalised service to ensure your shelving solution perfectly meets your needs.
Site assessment: The professional team will meticulously assess your space, ensuring the perfect fit for your Lundia system. This sets the foundation for the entire project.
WOODSTAR LTD
Consultation: Their design experts will work closely with you to understand your vision and needs. They’ll create a multifunctional design that looks great and can adapt as your needs evolve.
Proposal: They’ll provide detailed plans, including CAD drawings and 3D renderings, so you can visualise your final space. They’ll also offer
a comprehensive quote with flexible options for finishes and materials.
Choose Lundia and create a space that’s good for you, good for the planet, and perfectly tailored to your space.
Lundia wendy.c@lundia.co.nz
0277005936 www.lundia.co.nz
Staying safe around schoolS
As many excited tamariki travel to and from schools, Police urge parents to take the time to discuss with their children the potential dangers of going to and from school.
Parents set the best example for our young people on how to be safe and smart on our roads.
“It can often be overlooked but reminding or informing our kids to check for vehicles by looking left and right and encouraging them to use the marked school crossing are important to keep them safe,” says Superintendent Steve Greally, director of National Road Policing Centre.
Protecting our children is always a priority and their safety around schools is a responsibility that each and everyone of us play a vital role in.
“We never want to see or hear of any unfortunate events that involve young people in and around schools, which is why it’s crucial for parents to pass on these valuable safety tips,” Steve says. Police would also like to remind parents of the risks around schools
“We never want to see or hear of any unfortunate events that involve young people in and around schools, which is why it’s crucial for parents to pass on these valuable safety tips”
and being attentive as children can often be unpredictable and appear out of nowhere.
Allowing for plenty of time for school drop offs can help with giving the road your full attention. Often drop off zones can be crowded prior to and after school, so suggesting a meeting point further down the road can be a safer option and avoid congestion around the area.
Police and schools across the country want to ensure every child can make it to and from school safe and unharmed.
Road safety is an ever-present issue for schools and families across Aotearoa.
Irritability and anger
Irritability is a feeling of agitation. You’re likely to become frustrated or upset easily.
Most people feel irritable from time to time, but if left unchecked these feelings can escalate to anger.
Anger is generally a reaction to an event (a defensive response), involving a mixture of complex feelings that trigger a response in our body, behaviours and thought processes. But unmanaged anger can become a problem.
Here are some helpful tips:
• Ask yourself:
- ‘Will the object of my anger matter in the future?’
- ‘What is the worst consequence?’
- ‘Did that person do this to me on purpose?’
• Say ‘I was wrong’ to someone
• Think about when and where you learned your reactions to anger
• Spend 10 minutes outside sitting
in a park or garden
• Laugh at a joke, situation, or yourself
• Avoid doing two things at once (such as eating and reading)
• Talk to someone who you are not feeling angry with
• Slow down – try a deep muscle relaxation technique
• Try some ‘new and improved’ variations of counting to ten. For instance, try counting to ten with a deep slow breath in between each number.
• Deep breathing - from your diaphragm - helps people relax.
In addition to psychological changes, like any emotion, anger is accompanied by physiological changes such as increased heart rate and blood pressure.
Irritability and anger are signs that something is wrong, and if those signs are recognised, they can be used positively and energise us to deal with situations.
Top tips for families with children returning to school
• Be aware that there will be children on the roads cycling to and from school. Give them space and share the road
• The speed limit is 20km/h when driving past a stationary school bus, and you need to reduce your speed below 30km/h when passing schools
• Take the time to show your children the safest route to get to school and back home and practice with them, including the safest places to cross. Remind them to look left and right and look out for cars
• If you’re wearing earphones, take them out or mute them for a minute, and if you’re talking on the phone pause the conversation so that you can cross safely.
Put your energy and effort into changing the things you can change.
Do you need strategies for coping with change? A Vitae counsellor is independent, objective and confidential.
Call 0508 664 981 24/7 to make an appointment, or book online at vitae co nz/contact/counsellingform/
Building Inclusive Play for Every Child
By Jamie Quinn
At Park Supplies and Playgrounds, they believe in the transformative power of play. Play isn’t just fun; it’s essential for a child’s physical, cognitive, and social development. That’s why they’re dedicated to creating inclusive playgrounds that empower every child to experience the joy of play, regardless of their abilities.
Their design philosophy prioritises accessibility from the ground up. They start with creating open and welcoming spaces. Wide, firm pathways with non-slip surfaces ensure easy navigation for wheelchairs, walkers, and other mobility devices. Safety surfacing is carefully chosen to provide a secure and comfortable foundation for children with mobility impairments,
allowing them to explore the playground independently.
They understand that “one size fits all” doesn’t apply to playgrounds. That’s why they offer a diverse range of equipment that caters to different abilities. Their accessible equipment allows children to participate directly from their wheelchairs. Imagine the joy of an in-ground carousel, a trampoline with a transfer ramp, or specially designed swings and seesaws that promote a sense of independence and social interaction. Elevated structures and platforms become accessible through ramps or tiered designs, while wide entry points and ground-level activities further enhance inclusivity.
For equipment requiring transfers, they prioritise userfriendliness. The team utilise smooth surfaces, ensuring they’re free of ropes or chains that might hinder movement. Transfer platforms are strategically placed
Playgrounds are more than just equipment; they’re social hubs. They design accessible seating areas that encourage interaction and provide comfortable spaces for relaxation. These areas can also serve as quiet retreats for children who may need a break from the sensory environment.
Planning a new outdoor space project?
Talk to our award-winning design team and registered landscape architects about your new special space.
PLAYGROUNDS
Modern and traditional equipment-based areas focusing on Play Value based design, fun, socialisation, imagination and physical development. Playgrounds designed and manufactured right here in New Zealand for more than 35 years.
Jenny Mullins 021 822 676
jenny@parksupplies.co.nz
PLAYSPACES
Transform your underutilised outdoor spaces into an engaging outdoor learning space that stimulates rich play-based learning experiences.
Well-designed play spaces are relevant to all children’s interests, capabilities and cultures, promoting exploration, imagination and cooperative/social play.
Dan Burger 021 0805 3949
dan@parksupplies.co.nz
Adrian Rodriguez 021 243 7038
adrian@parksupplies.co.nz
Sensory play is vital for children with sensory sensitivities. The team incorporate a variety of features to stimulate and engage different senses.
at an appropriate height for wheelchairs, and designated transfer areas guarantee ample space to avoid obstructing other users. Additionally, targeted supports like handrails, hand grips, and harnesses provide further security and confidence during play.
Sensory play is vital for children with sensory sensitivities. The team incorporate a variety of features to stimulate and engage different senses. Textured surfaces, visual stimuli walls, and traditional sensory panels create a multisensory experience that fosters exploration and self-regulation.
Imagine a musical instrument section that caters to both auditory and tactile learners or a climbing wall with varying textures to engage the sense of touch.
Playgrounds are more than just equipment; they’re social hubs. They design accessible seating areas that encourage interaction and provide comfortable spaces for relaxation. These areas can also serve as quiet retreats for children who may need a break from the sensory environment.
Park Supplies and Playgrounds understands that children have diverse needs. Here’s how they ensure inclusivity for all:
Visual impairments: Utilise contrasting colours to create clear visual cues for danger zones and navigation. Braille signage on equipment and tactile maps offer additional support for children with visual impairments.
Hearing and verbal impairments: Sign language boards integrated into the playground environment promote awareness and encourage communication between children with and without hearing impairments. Communication boards further support non-verbal and nonhearing children by providing visual tools for interaction.
Cognitive disabilities: Create calming spaces with designated areas for fidget equipment, offering opportunities for relaxation
and self-regulation. Sensory integration equipment like swings and spinners further supports children with ognitive disabilities by promoting self-regulation and sensory exploration.
By creating inclusive playgrounds, Park Supplies and Playgrounds create a sense of belonging, social interaction, and a love of play for every child. The team specialises in designing playgrounds where every child feels included and empowered.
Park Supplies & Playgrounds
sales@parksupplies.co.nz
0800 752 947
www.parksupplies.co.nz
FieldTurf NZ is proud to be a nationwide installer of FieldTurf Australia's artificial turf.
From design to colour patterns, we're here to make your multi-purpose areas not only visually appealing, but durable.
Designed to withstand the high-use and wear associated with multi-purpose turf courts, fields and playgrounds, our systems offer ideal solution for community and school venues.
Unleash the power of play
Gone are the days of sterile playgrounds with a single-minded focus on physical activity. Today, playspace planning is redefining how we view these spaces, turning them into vibrant hubs that cater to a child’s holistic development.
Developed by Creo, these playscapes are more than just extensions of traditional playgrounds – they are multifunctional environments that ignite the imagination, encourage social interaction, and enhance learning.
The key distinction between playgrounds and playspaces lies in their core purpose. While playgrounds focus primarily on physical activity through established equipment, playspaces offer a much broader canvas. They are designed to stimulate the full spectrum of a child’s development – physical,
intellectual, emotional, and creative. This versatility allows the space to be used for a multitude of purposes, from gatherings and performances to rest, educational activities and, of course, imaginative play.
The benefits of these multifaceted playscapes are undeniable:
Play value: Prioritising openended play, they encourage both physical exploration and the freedom of imaginative scenarios, such as climbing structures that challenge motor skills and interactive elements that spark creative storytelling.
“We design challenging yet safe equipment that allows children to explore and grow confidently.”
Learning value: Playspaces go beyond entertainment. Interactive art installations, nature trails, and other carefully planned features can subtly transform play into a learning experience. Children can explore the natural world, engage with artistic concepts, and even develop a deeper understanding of scientific principles.
Aesthetic value: Playspaces are not just about functionality; they are designed to be beautiful and inviting. By incorporating elements of nature and artistic touches, Creo creates a visually stimulating environment that contributes to a community’s overall aesthetic appeal.
For schools, a Creo play space is much more than just a place for lunchtime. It’s a dynamic environment that extends the classroom experience beyond the traditional four walls.
Louise Hussey, design team lead, says, “Our team believes in managed risk, ensuring children can get exciting, thrilling, and fun experiences that push their abilities. We design challenging yet safe equipment that allows children to explore and grow confidently.”
One of Creo’s core strengths is their ability to transform underutilised spaces into vibrant and engaging playscapes. These spaces can be extensions of existing playgrounds or entirely stand-alone areas designed to spark children’s imaginations and create a love for play.
Schools often find themselves with odd-shaped spaces left over from previous construction projects. These areas can be challenging to utilise and usually go to waste. They see these spaces as opportunities for creative rejuvenation. Their design team brings a fresh perspective, transforming these forgotten corners into engaging playscapes that add value to the school environment.
“Our distinct advantage at Creo lies in our multidisciplinary team, which includes internationally experienced designers, architects,
engineers, and builders who are deeply passionate about crafting unique, narrative-rich playgrounds,” says Louise.
Simple yet effective ideas like rock climbing walls, ground mazes, nature play areas with logs and loose parts, and even musical walls can breathe new life into these underutilised spaces. Creo’s approach encourages schools to think outside the box and see the potential for play and learning in even the most unexpected places.
With national recognitions in 2023 and 2024, their playspaces received the prestigious Parks Awards Playspace of the Year, a testament to their commitment to creating innovative and impactful playscapes. With their dedication to creating highquality, innovative playgrounds, Creo is sure to continue to be a leader in the playground industry for years to come.
Creospace info@creospace.co.nz
0800 000 334
www.creospace.co.nz
Active engagement
The importance of encouraging kids to get involved in extracurricular activities
Extra-curricular activities are essential for student’s mental health, wellbeing, socialness, and achievement.
So, how are schools encouraging college students to partake in various activities and try new things in Aotearoa?
Macleans College principal Steven Hargreaves shares how the college encourages students to do so.
The college has three areas of focus; academic progress, extracurricular participation and involvement in the whanau house system.
“These cornerstone values are present in everything we do so participating in the extracurricular life of the school is part of life here. We hold an expo of all the activities at the start of the year. It’s very much like a trade fair with display tables for each activity. Staff and senior students promote their activity, club or group so that students can choose which ones they would like to join.
We also do an audit during the year to make sure staff and students are involved in at least one long-term activity. School
and whānau house assemblies make sure to acknowledge student involvement and participation. There is a badge system that recognises being in a premier group or team, long service and then national honours.”
There are more than 100 extracurricular activities available. These activities include a range of 40 sports, numerous cultural groups, performing arts, service clubs, academic groups, and some recreational activities, Steve says.
“The biggest growth area and club is esports. The club now has about 600 members.”
“There are many social, physical and emotional benefits to participating in school life outside the classroom. Make friends, have fun, learn to be organised, and deal with the ups and downs of life in a safe and
supportive
environment.”
Extracurricular activities are important to students during their time at school and life experiences because there’s lots of learning and growth involved in the teams and groups that are special to them, which isn’t the same as just being in a classroom, Steve says.
“There are many social, physical and emotional benefits to participating in school life outside the classroom. Make friends, have fun, learn to be organised, and deal with the ups and downs of life in a safe and supportive environment.”
Wellington High School (WHS) Te Kura Tuarua o Taraika ki Pukeahu principal Dominic Killalea believes achievement and connection go hand in hand. Connection occurs in classrooms usually but is emphasised in sports, clubs and cultural activities.
“At the start of each year, we promote an event called Aroha Day, which is a showcase of
most of the sports, clubs and cultural activities available for our students. This runs like a fair with students manning stalls that advertise the various opportunities.”
WHS offers various extracurricular activities ranging from 22 sports including athletics, dragon boating, rock climbing, yoga, and more.
There are 26 unique clubs such as Code Club, DJ Club, Dungeons and Dragons, Ultra Violet (LGBTQIA+), and more.
More conventional co-curricular activities include big band, chamber music, chess, choir, and so on.
The more student connection occurs through extracurricular activities, the more student achievement tends to improve, he says.
Extracurricular activities benefit students emotionally and well-being wise (their hauora), he concludes.
Wellington High School’s Waka Ama’s all smiles with Janne Wiertsema, Aidan Gillespie and Ngataierua Apanui-Barr. Photo kindly supplied by Wellington High School.
Macleans College Esports. Photo kindly supplied by Macleans College.
Macleans College 1st XI girls football. Photo kindly supplied by Macleans College
When it comes to swimming pool paint, only time will tell!
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Aquatic literacy – making water survival a priority?
Designed for educators, the Water Skills for Life programme is specifically designed for the needs and abilities of young people in Aotearoa-New Zealand. Assumptions exist that learning to swim is also learning to survive, but this is far from true.
‘Learn to swim’ courses are both popular and available to parents and caregivers who can afford lessons. However, there’s evidence the real-world survival competence of New Zealand’s young people is far lower than most parents and caregivers think.
Water Skills for Life provides young people with the skills and knowledge they need to assess risks and make smart decisions around water so they can stay out of trouble and survive should they get into trouble. This knowledge also helps kids learn to swim and love being in the water.
Research
Otago University’s Assessing the Water Survival Skills Competency of Children research highlighted the knowledge and expertise our tamariki need to be proficient in to enjoy a life connected to water.
The research identified the key water survival competencies with the greatest chance to improve survival rates and tested the most successful learning approaches in the Aotearoa context.
International research also highlights that teaching tamariki to swim does not guarantee that they are well-prepared to survive when something goes wrong in the real world. From this research, Water Skills for Life was implemented in 2016.
• Faced with the reality that more children are leaving school without the necessary water safety skills, should we accept that more children will drown? Or address the issue – starting in schools?
Curriculum – basic aquatic skills
The New Zealand Curriculum outlines the expectation that ‘all students have opportunities to learn basic aquatic skills by the end of Year Six’. Water Safety New Zealand recognises that many schools need support to help students gain an acceptable level of aquatic literacy.
By prioritising Water Skills for Life or other programmes that prioritise water survival competency, our tamariki will have a better chance of survival in real-world conditions on beaches, rivers, and lakes. Water Safety New Zealand is available to provide expertise and guidance on steps to improve aquatic literacy.
In 2023, a total of 115,000 primaryaged children engaged in the skills and competencies available through Water Skills for Life. These students are helped to stay safe around water, improve their physical fitness, and be provided with life-long skills.
Get involved with Water Skills for Life
Water Skills for life can be delivered by a variety of organisations and individuals, including Swim Schools, Swim Clubs, Council Facilities, private swim instructors and school teachers.
Key concepts:
• Water Skills for Life is freely available as pre-packaged content to make it super easy for you and your team.
• Programme materials include e-learning, professional development stages, an assessment framework, and support from Water Safety New Zealand.
Through Water Skills for Life, the challenge is being issued to New Zealand’s aquatic and education industry to make water survival skills part of what and how our tamariki are taught.
Learn about Water Skills for Life: waterskills.org/solutions
Read the recent blog: watersafetynz.org/post/ are-our-kids-learning-to-swim-or-are-theylearning-to-survive
The Lido Aquatic Centre
we put leisure in your life and life in your leisure
The Lido Aquatic Centre is more than just a swimming complex, it is a complete leisure and fitness facility catering for people of all ages and levels of fitness.
The Lido emphasises water safety and the SwimMagic swim school provides lessons from babies as young as five months, through to school age children right up to adults, who want to learn the basics or to continue developing their techniques. The lessons run seven days of the week and learn to swim lessons are available during school holidays.
The Lido offers general fitness with a fully equipped gym where you can opt for a personal trainer to help with your fitness goals or join in on the group sessions that
run throughout the day.
The indoor 25 metre and outdoor 50 metre pools are constantly in use for their Aqua Fit classes, which includes aqua aerobics and water Zumba.
classes are great for people who prefer low impact exercises and really help to maintain fitness following injury”.
It also specialises in catering for school children with their Chill Out before and after school programmes along with their regular holiday programmes. The holiday programmes run each school holiday with various activities based at the Lido aquatic centre.
The holiday programme is divided into three age related groups; 5to 8-year-olds, 9- to 11-year-olds and 12+. Full days or half days are available and the programme is OSCAR and WINNZ accredited, so subsidies are available for parents who qualify.
The Lido has indoor and outdoor sports and leisure pools, a diving pool, gym, sauna, steam room, spa, and two hydroslides.
Check the Lido Aquatic Centre’s website for more: www.clmnz.co.nz/lido/
Lido Aquatic Centre facility manager Lynden Noakes says, “These
Caring for your school grounds
In recent years sand carpet sports fields have moved from stadia, to council fields and now appear in increasing numbers at schools at all levels, from primary to high school.
This is partly driven by rising player and parent expectations of high-quality surfaces, and by the increased use on the limited areas available within urban areas for sports fields.
The increased popularity in utilising sand carpet sports fields in schools raises some important issues:
• Is the school planning and budgeting for appropriate maintenance of the field?
• Does the facilities manager at the school know the consequences of underinvestment in maintenance?
• Do the grounds staff understand the maintenance inputs required and have the skills to effectively manage a sand carpet sports field?
In many instances organisations install sand carpet fields and then little attention is paid to the on-going maintenance.
The sand carpet rapidly declines in performance and is no longer considered an asset to the organisation.
This is astounding when you consider the investment in an installation can range from $150,000 to $300,000. What other assets do organisations
invest in to this level and then leave without a clear management plan until replacement is required?
It is important to realise sand carpet sports fields are dynamic living systems that undergo significant changes from the day the construction is completed, throughout the asset lifespan to eventual renewal.
Factors affecting sand carpet performance and lifespan include:
• Site
• Materials and construction
• Amount of use
• Pest activity
• Rainfall / irrigation
• Renovation
• Turfgrass species
• Maintenance.
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.
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.
Webglas in school walkway applications
Investing In success The critical need for quality resources in education
In the heart of a classroom, where young minds are shaped and futures are formed, the role of high-quality resources is undeniably important.
Both teachers and principals are on the front lines of educational development, requiring tools that not only keep pace with technological advancements but also cater to a diverse array of learning needs. The significance of providing these educators with essential resources extends far beyond basic instructional needs – it is about maintaining an ecosystem where both students and educators flourish.
For teachers, the integration of advanced teaching aids and materials can transform dayto-day lessons into engaging,
impactful experiences. Imagine a science class where realtime data from international research flows directly into the hands of keen students. These technologies, when accessible, create a compelling learning environment that adapts to various learning styles and sparks student interest.
Principals tasked with the smooth operational management of schools also reap significant benefits from robust resources. Effective leadership is driven by data and insight, needing sophisticated systems to track academic performance, manage resources, and streamline communication. Tools like these give principals the opportunity to make informed decisions that drive educational standards and feed an environment, helpful to academic excellence.
The home of smart teaching
benefits of well-resourced schools are also reflected in teacher retention and morale. Educators in well-equipped settings are more likely to feel valued and supported, leading to higher job satisfaction and lower turnover rates. This stability is essential for maintaining consistency in teaching quality and building strong relationships within the school community.
Such investments not only enhance students’ educational journeys but also support teachers and principals in their journey to provide the best possible educational outcomes. Looking ahead to the future, the focus must remain on ensuring that those in leadership positions of educational institutions are well-equipped to guide the next generation of learners toward success.
The
Laser Electrical Hastings have long established themselves as a leading electrical contractor in the local area, servicing the Hawkes Bay region.
Specialises in the following services:
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Our successful operation is due to our dedicated team of electricians who strive to provide our customers with a “Totally Dependable” service with a strong focus on customer satisfaction. We have expertise in a wide range of electrical services from residential to commercial and industrial.
When you hire a Laser Electrician, you’ll receive our ‘Totally Dependable’ service!
Timely delivery
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Appropriate work for customers’ needs
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Meet and frequently exceed our customers’ expectations
Learning from Re:START Innovative building and storage solutions
By Ben O’Connell
The Re:START Container Mall brought hope, life, and normalcy back into central Ōtautahi after the February 2011 earthquake.
Shipping containers were repurposed, stacked and retrofitted to house various clothing and souvenir shops, cafes, and boutiques across Re:START, accommodating 27 vendors in total.
Shipping containers were chosen because they are strong and relocatable. The mall was developed while Christchurch still experienced strong aftershocks. A beloved venue, Re:START’s eventual closure evoked a strong reaction from the public.
Still standing today, other central city venues such as The Welder and Boxed Quarter show shipping containers also have value as a permanent building solution.
These builds showcase the city’s innovative spirit and demonstrate the versatility of shipping containers as storage and building solutions.
Shipping containers, which can be quickly transformed into functional buildings and disassembled and moved to a new location after use, just made sense as a post-quake inner-city energy injection.
Repurposed shipping containers offer a significant cost savings compared to traditional building materials. They are also a creative and budget-friendly approach
to expanding space and functionality.
As Christchurch’s earthquakes proved, several containers can come together for temporary needs such as emergencies or overcrowding.
With modifications, containers can be converted into classrooms, art studios, music rooms, or even libraries.
They provide secure and affordable storage for school supplies, equipment, or seasonal items, freeing up space in the main building.
As technology advances, prefabricated and modular construction with shipping containers may become even more common.
As such, architects and designers are constantly finding new and
innovative ways to use shipping containers. Stacked containers, container homes with large windows, colourful painted exteriors, you name it.
Compared to traditional construction methods, using and repurposing shipping containers can also have a lower environmental impact.
Schools looking for temporary storage and infrastructure solves ought to consider if a shipping container or two is right for them.
Creative solutions for better learning spaces
With many new-build projects waiting for the go-ahead across the education sector, Principals and Boards of Trustees are facing significant challenges with equipping their spaces to meet the needs of future school rolls. However, Switched On Building Solutions General Manager Daniel Baker says there are creative options for schools.
“While some big-picture projects are still on hold either temporarily or indefinitely, there are ways that primary and secondary schools can improve and repurpose existing spaces to help them better stand the test of time. We are working with schools in Wellington and Christchurch to come up with creative solutions through interior refurbishments, specialist linings and claddings, and facilities maintenance.”
Trusted by the education sector for more than 40 years, Switched On Building Solutions has the experience, expertise, Master tradespeople and project managers to deliver short to medium-term solutions for schools, utlising existing spaces.
Asset management – planned and reactive
“We can work with your school to provide a full asset assessment and facilities maintenance programme. Your facilities will last longer if they are well maintained, allowing for more functional and comfortable learning environments,” Baker explains.
The team also delivers reactive maintenance work, focusing on the school holiday period and outside of school hours to achieve results in a short window of time, with minimal disruption to students, teachers and whānau.
Switched On Building Solutions provides planned and reactive maintenance services to Queen Margaret College, an independent girls’ school in Wellington. Working closely with their maintenance manager and Chief Financial Officer, the team is supporting the school to identify and prioritise work, with five years of upgrades planned out.
Interior refurbishments and specialist panelling and cladding
The team are also skilled in interior refurbishments that make the most of existing spaces within budget, and are approved Trespa®, and Décortech® installers too.
“Switched On Building Solutions worked on the Te Raekura Redcliffs School rebuild. We supplied and installed all Décortech®, plywood linings and Seratone. To ensure this was executed perfectly we worked closely with the architect and Décortech® themselves,” Baker says.
Tenant Brown Architects who worked on the project said: “It was evident the team had invested themselves in the project and were committed to delivering top quality results. The eye for detail that the install team had was second to none.”
School communities matter
Switched On Building Solutions is proud to also support the wellbeing of tamariki and rangatahi at local schools through sponsorships and projects. As part of the Switched On Group – Kā te Rama, the business has a strong foundation of whānau and iwi ownership and is Amotai Registered.
“We are proud to serve communities beyond just doing the mahi,” says Baker.
Queen Margaret College has five years of maintenance planned out (including fresh paint work, as pictured) managed by Switched On Building Solutions in Wellington.
Switched On Building Solutions supplied and installed all Décortech®, plywood linings and Seratone at Raekura Redcliffs School.
Leading the way in stainless steel electrical solutions
Stainless Electrical Products, a privately owned and operated enterprise, has been at the forefront of stainless steel fabrication and manufacturing since its establishment in 2004.
Situated in Hamilton, the company excels in delivering top-notch products, ranging from sheet metal and stainless steel wire to complete machinery and accessories specifically designed for the food and dairy sectors.
With managing director
Aub Hart, Stainless Electrical Products has undergone a transformation, evolving into a multifaceted business specialising in stainless steel fabrication and electrical solutions.
Beginning as an electrical contracting business named Midland Electrical Services Ltd, the company swiftly recognised the market demand for topquality stainless steel products. Aub established Stainless Electrical Products to cater to this demand, initially focusing on manufacturing stainless steel enclosures.
enclosure stands out for its recessed lid design, facilitating easy cleaning.
However, Stainless Electrical Products extends beyond New Zealand, with products supplied to Australia and the Pacific Islands. Their involvement with Yashili New Zealand’s milk processing plant illustrates their pivotal role in supplying hygienic
“Today the company’s scope encompasses a wide array of products, from sheet metal to complete machinery, predominantly catering to the dairy and food industries in New Zealand.”
Today the company’s scope encompasses a wide array of products, from sheet metal to complete machinery, predominantly catering to the dairy and food industries in New Zealand. Their ‘Hygienic Range’
enclosures, cable mesh, and isolators for industrial plants.
From design to fabrication, Stainless Electrical Products specialises in building electrical enclosures, cabinets, and assorted products according to
customer needs. With their water jet cutter, they offer an end-toend service of computer-aided designs to the final delivery of the product. Ensuring a highquality finish remains their commitment while maintaining competitiveness and meeting stipulated timelines.
Stainless Electrical Products continues to thrive as a l eading player in the industry, upholding its commitment to quality, innovation, and customer satisfaction across diverse markets.
For inquiries, contact the dedicated team at Stainless Electrical Products today at 07 859 1119 or email them at info@stainlesselectrical.co.nz. Alternatively visit their website for more information www.sep.co.nz.
Our product range includes:
■ Cabinets
■ Enclosures
■ Pull Box/Junction Box Enclosures
■ Pin Lock Hinged Door Enclosures
■ HMI Panels
■ Air Manifolds
■ Wire Mesh Cable Trays & Components
■ Meter Boxes
All items are manufactured in our workshop in Hamilton. Our team is committed to manufacturing a high-quality unit with a professional finish.
EOTC management in NZ schools
“A lawyer never goes to court with an empty briefcase”… so why should a school, if they are called upon to prove due diligence for a health and safety event?
This may sound an alarming introduction to this article, but its purpose is to emphasise that in any legal or due diligence situation where proof is required, it is the proof that becomes all too important.
Outdoor education
EOTC is a Kiwi institution, and it would be a sad day if the outcome of this pending prosecution becomes the catalyst to end these important school activities. The losers will be the children.
“Health
Schools need to ensure that they understand the definitions of PCBU and officers, and review the associated responsibilities for all school settings.
and safety is often seen as being too hard. It is misunderstood and has become feared, but one of the main reasons is that it’s made out to be too complicated. It does not have to be.”
Health and safety is often seen as being too hard. It is misunderstood and has become feared, but one of the main reasons is that it’s made out to be too complicated. It does not have to be.
The decision by WorkSafe NZ to lay a charge against the Whangārei Boys High School Board of Trustees (the PCBU) for health and safety failures that resulted in the death of a student a year ago, has sent shockwaves through the New Zealand education sector, and especially for those elected members serving on the Boards of Trustees, and s chool principals (the officers of the business).
I have heard from teachers that the main reason they do not get involved in EOTC is because of the perceived fear
of health and safety and the amount of paperwork to be completed. In some cases, up to 15 forms adding up to 78 pieces of paper in total. Even in a commercial environment, this does not happen. In this age of technology, this process needs to be (and can be) simplified, so that children do not miss out in the future.
To assist schools in their health and safety management and planning for any EOTC event, information as well as direct links are available here; https://eotc. tki.org.nz/EOTC-home
In summary, to enable school children of the future to continue to reap the benefits and experiences of outdoor education, the planning and health and safety processes need to be reviewed and simplified by the Board of Trustees (in conjunction with school staff) to make EOTC easier and safer.
The best in asbestos
The Ministry of Education is considering tighter controls on asbestos removal. Reports of classrooms wrongly cleared as asbestos-free highlight the issue’s complexities. Many state schools were built when asbestos was common in construction.
“There is a sizable number of locations where, after a removal, there is currently unsafe, residual asbestos which requires immediate intervention work,” a mid-2023 internal ministry report said.
“Remediation has been performed by unqualified contractors in a manner which is often considered not legislatively compliant, in keeping with best practice, or safe.”
In 2022, the Asbestos Sector Review found that the number of exposed workers is likely grossly underestimated. This finding led to calls for better training and protections for tradespeople.
A known carcinogen, exposure to asbestos is the country’s number one workplace killer, claiming about 220 lives a year.
WorkSafe has run the voluntary asbestos exposure register for several years, but it’s recently
shut down. The agency said the register “was not completely reliable” as it relied on people self-reporting. WorkSafe is working on a solution for managing this information in the future.
It’s crucial that New Zealand schools tackle asbestos responsibly, remove the substance safely, and work to protect our tradespeople and rangitahi from the carcinogen.
Buildings built before the turn of the millennium are likely to contain asbestos and should be assumed as potential risks. That’s when an asbestos management plan is required under current NZ regulations.
To prepare a management plan, you must engage an asbestos surveyor or expert to ensure accordance with WorkSafe guidance.
Leading experts in the field, Morecroft can safely and quickly remove and dispose of asbestos waste through licensed and authorised disposal sites and are industry leaders in assisting schools through the minefield of regulations.
They have almost 35 years of experience working in the challenging education sector, where the safety of students and staff is paramount.
They provide demolition and deconstruction services for residential and commercial clients, in a range of environmental services, including asbestos, mould, biohazard, trauma and crime scene, as well as water damage remediation.
Having managed hazardous materials for almost 35 years, there isn’t a lot the team hasn’t seen. Talk with Morecroft today about your hazardous materials projects, compliance, or if you have any questions regarding the asbestos management plan for your school.
It’s crucial that New Zealand schools tackle asbestos responsibly, remove the substance safely, and work to protect our tradespeople and rangitahi from the carcinogen.
A family business founded in 1991, Morecroft is committed to excellent service, innovative solutions, and providing you with a perfect result on time every time.
Based in Auckland, Morecroft serves residential, commercial, and government clients nationwide. The company is proud of its highly skilled team, many of whom have been with the company for 20 years or more. You can always rely on Morecroft to provide you with an outstanding outcome.
Contact Morecroft at 0800 33 33 11 and visit their website www.morecroft.co.nz
Industry leaders in mould remediation, occupational hygiene and hazardous materials management.
Assisting schools nationwide since 1991.
Mould remediation
IICRC certified mould experts specialising in the education sector
Occupational hygiene
Services to identify and reduce exposure to hazards in your school
Asbestos Consulting, Removal and Surveying
NZs leading asbestos experts
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Simplifying regulation compliance with comprehensive surveying solutions
With nearly a decade of experience, Trace Asbestos offer extensive surveying and assessment services across Wellington, Taranaki, Manawatu, and Hawkes Bay.
Owned and operated by asbestos expert Steve Elden-Gray, Trace specialises in several industry surveys to accommodate various client needs.
Steve provides clients with a unique perspective on asbestos services thanks to his background in sports and exercise science and operational management. He’s qualified in BOHS IP402 and IP404 and has an asbestos assessor licence from WorkSafe NZ.
Trace Asbestos started with the goal of assisting and simplifying asbestos regulation processes, addressing the challenges faced by homeowners, project managers, and business leaders alike.
Trace Asbestos are masters of asbestos surveys:
Asbestos management surveys
An asbestos management survey is the standard review recommended for any building and workplace. It’s an important step in producing a functioning asbestos management plan that actively monitors the materials and manages risks.
The survey identifies and measures the asbestoscontaining material in a building that could be damaged or disturbed during normal occupancy and maintenance.
Asbestos refurbishment and demolition surveys
Asbestos refurbishment and demolition surveys locate and describe asbestos-containing materials in areas where intrusive maintenance, repair, refurbishment, or demolition work is planned. This survey requires access to all areas, including those that may be difficult to reach.
Undertaking asbestos refurbishment and demolition surveys before any renovation or demolition works is a strict regulatory requirement and a duty of any PCBUs that manage or control a workplace.
“Trace
Asbestos makes active asbestos management simple. Whether you like paper or cloud-based systems, every survey can and should be backed up with a sitespecific plan.”
Other asbestos surveys
Only some clients or sites meet the requirements for the above surveys, and Trace Asbestos offers visual survey options and re-inspection surveys for such situations.
These are great for annual check-ups and audits, maybe a second opinion for your site, and excellent due diligence for prepurchase or sale.
Trace Asbestos makes active asbestos management simple. Whether you like paper or cloudbased systems, every survey can and should be backed up with a site-specific plan.
You can then control and update this plan yourself, or you could have someone else manage that process on your behalf
Trace Asbestos has excellent online client management
systems can control staff and contractor access to your asbestos information.
Trace Asbestos doesn’t remove asbestos; a WorkSafeapproved licensed asbestos removalist must do this. By assisting you with the asbestos removal management and tender process, Trace Asbestos can ensure compliance with regulatory and client procurement processes.
Trace Asbestos provides asbestos testing services using only BOHSaccredited surveyors. Using qualified personnel ensures you get a valid asbestos test (without cross-contamination) that represents the materials sampled and enforces protocols after a test to minimise the risk of further contamination.
As with all of their work, when conducting asbestos removal clearances, Trace Asbestos aims to provide a fair and unbiased approach, completing the job without compromising their duties.
Asbestos removal projects can be time-consuming, expensive and high-liability exercises to undertake. Enlisting professionals ensures your project is done right the first time.
Contact Trace Asbestos at 027 477 8673 for professional asbestos surveying services or visit www.traceasbestos.co.nz.
Delivering specialty demolition and deconstruction techniques by providing real value in the most complex of demolition projects throughout New Zealand.
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Preventing and eliminating mould
The issue of mouldy damp spaces has been a hot topic on the forefront of Kiwis’ minds in recent years.
This is due to new studies and statistics surfacing the facts of just how many of our homes and other spaces are mould ridden. Recently, we have also become educated on the true adverse health effects that being around mould inflicts on us.
With all of the new information and concerned effort to eliminate mould from our environments we must turn our attention to mould in school buildings.
An emerging dilemma challenging New Zealand schools is the high levels of mould making home in school buildings across the country.
The trouble with mould is that it can grow and flourish on almost any surface, this includes floors, ceilings, walls and window frames.
As a general statement, the climate during New Zealand winters and the state of many of our older buildings is a tell-tale sign of why mould is so prevalent in our communities.
We experience cold temperatures with a high level of moisture inside typically dark damp spaces. Such areas make the perfect breeding ground for mould.
According to the Ministry of Education there are more than 15,000 school buildings across the country, the government agency expressed it would cost more than $30 billion to replace the school property of all stateowned schools.
School facilities are the essential feature of the functioning of schools at optimal levels and capacity.
With majority of school buildings being constructed around the 1960s and 70s in New Zealand, this may serve as a reasonable explanation as to why they
According to the Ministry of Education there are more than 15,000 school buildings across the country, the government agency expressed it would cost more than $30 billion to replace the school property of all state-owned schools.
now often function poorly and struggle to adhere to new health and safety policies.
In an alarming government cabinet paper written by Minister of Education, Jon Hopkins, it was concluded that around 57 percent of school buildings are more than 40 years old and do not meet current standards for temperature, humidity, air quality, acoustics and lighting.
Schools condition matters as it needs to serve as a healthy environment for young learners.
The dangers of breathing in mouldy air can have a very serious negative toll on the health of individuals.
Mould churns out allergens which can flare up reactions like runny/blocked noses, sore eyes, skin rashes, dry cough, immune
odour, if you pick up on these odours frequently, this may be an indication of mould growth.
Secondly, if a building has experienced any water issues this may cause deeper mould problems.
Water issues can be anything from leaks, water-stained ceilings or walls, and moisture ridden walls.
Condensation is a key marker of moisture and ventilation issues within a building, the high level of humidity present is the ideal conditions for mould growth.
Thirdly, is visibly sighting mould growth in a building. An important thing to remember here is that mould can come in pretty much any colour form and size, so even if it’s not the classic green/blue colour, don’t just excuse it for dirt.
Lastly, and very importantly, is if any student or staff member reports any physical manifestations that are consistent with mould related symptoms, seek medical advice immediately, hopefully other warning signs have been noticed before it reaches this extreme.
system issues and an inflamed sinus passage.
Distressingly, as reported by the National Asthma Council, exposure to indoor mould can trigger asthmatic symptoms in some people.
The fact that mould alone can trigger serious health conditions is cause for grave concern.
Furthermore, if one already suffers from a pre-existing health condition- they are more susceptible to the impacts of mould, making the at risk even more vulnerable.
There are specific easy warning signs to look out for to be aware of a mould problem and to stop mould in its tracks.
Firstly, mould has been described to have an earthy wet, stale
Realistically speaking, prevention is the best port of call for the maintenance of mould in school buildings in this country.
It is simply unrealistic to bank on the overhaul of all the older school buildings in the foreseeable future.
Manageable ways in which schools can prevent the growth of mould in the meantime include, general hygiene and cleaning practises such as disinfecting and wiping down all surfaces thoroughly, check for leaks often and repairing any that do appear, and sorting out proper ventilation and airflow throughout the building.
These simple prevention methods safeguard our schools’ buildings from dangerous mould, protecting the health and wellbeing of our children from its nasty effects.
IN OUR SCHOOLS
FACTS
New Zealand has the second highest casualty rate of Asthma and respiratory related diseases per capita in the world.
There are over 1,000 premature deaths per year in New Zealand and 700,000 casualties with associated costs in excess of $7billion.
Mould in buildings is proven to be largely responsible!
Toxic mould is the same bio-hazard level as Asbestos making it a task for Qualified Inspectors, not caretakers, builders or cleaners!
There are recommended safety procedures which should be carried out asap to determine occupational safety for students and staff. You need to be assured of the following:
■ What is causing the mould?
■ Is the mould toxic and harmful to occupants?
■ Do we need to evacuate the area?
■ How do we fix the source & decontaminate correctly?
We provide all answers required with the assurance of an accredited NZ laboratory and internationally qualified/certified Mould Inspectors.
0800 MOULD NZ (0800 6685369)
We are the South Island’s largest truck dealership, consistently selling over 100 new Isuzu trucks each year.
Over 80 different models available from Cab and Chassis to Spec Units. Top level service tailored to your requirements. Japanese commercial import specialists.
