REAP Wairarapa Annual Report 2017 by mastmacman

Annual Repor t 2017

growing great communities

our vision

our mindset

The people of the Wairarapa have the knowledge, skills, attitudes, values, adaptability and resilience to participate fully in the social and economic development of our region

Neutral

We believe our efforts should be determined by community and learnersâ&#x20AC;&#x2122; needs and that we should be seen as independent of existing sectors

Complementary We believe our work

should focus on unmet needs, complementing, not duplicating, the work of existing agencies

Learning We believe in providing positive educational experiences and access to education for people of all ages

Empowerment We believe in enabling

our mission To support the development of the communities in our region by providing relevant, responsive learning opportunities that meet the diverse needs of our people

people to grow stronger and more selfsufficient through providing learning opportunities, encouragement and support

Community We believe in knowing,

including, and valuing equally all people and organisations within our region

Treaty We believe in demonstrating the

principles of partnership, participation and protection implicit in Tiriti o Waitangi

Partnerships We believe in working

together with people and organisations to build networks and innovative partnerships

Flexibility We believe in being solution

focused, responding to the learning needs of our community, in whatever ways are appropriate

Quality

We believe in operating with credibility and integrity to achieve high standards

ANNUAL REPORT 2017

contents chairperson’s report ........................................4 director’s report ...............................................5 strategic goal one ...........................................7 strategic goal two ..........................................13 strategic goal three ..........................................20 strategic goal four .........................................23 organisational bits .........................................26 our board ......................................................27 our staff .........................................................28 acknowledgements .......................................29 financial Information......................................31 statement of service performance.................47 about us ........................................................48 REAP WAIRARAPA – growing great communities

chairperson’s report It’s that time again to review the year that has been. I have been honoured to be chair of the REAP Wairarapa board for another year - but I have to say my role is made easy, thanks to the amazing team we have, which includes board members and staff. This year we said goodbye to Kieran Te Whare and welcomed Tom Hullena to the board. Tom is very talented and is a great asset to the team, with contacts and relationships with many of our stakeholders. It is great to have another successful member of the community as part of our team. 2017 was, as always, a year where we got out into the community and supported and empowered our people to continue learning. “Tell us what you want to learn” is our catchphrase, and we hope that you keeping telling us what you need. The work we have done in schools, the early childhood sector and in adult education has again exceeded our expectations. We are mindful we need to meet targets but not overload our staff with increased workload. Finding that perfect balance is important. Our key business has been about engaging and building relationships with community through a variety of opportunities. We have continued to broaden our focus and are using our Q courses along with our other learning opportunities to hook people into learning. These are great way to promote our mission which is about learning from cradle to grave. The election came and went last year and we are optimistic that the changes signalled by the new government may provide new opportunities for us and our learners. The new government will change things in education, and we will need to adapt to ensure we continue to bring high quality programmes to our community. Our REAP national conference for 2017 was in Wellington and REAP Wairarapa had a key role in the organisation of this event. I attended one day of the conference and, again, it was great to hear from all the speakers on the topic of community development. Next year is the 40th anniversary of the REAP movement and will be a significant celebration. On a national level, REAP Aotearoa has grown and developed into its new role and structure. Our own Tim

ANNUAL REPORT 2017

McMahon is on the REAP Aotearoa Board, and Peter McNeur has just completed his tenure as a manager representative. REAP Aotearoa is becoming a formidable force in the landscape of community development and REAP Wairarapa is very supportive of the work that they are doing. The appointment of Tracey Shepherd as Director of Operations and Development for REAP Aotearoa has strengthened the organisation. The board and I attended the Wairarapa Schools Kapa Haka Festival last year and it was wonderful to see all the talented students performing. What an amazing asset to our region. This festival has grown every year, and we take our hats off to the amazing staff at REAP who run the event and support schools so they feel confident to take part. For REAP Wairarapa, 2017 was a year of successfully meeting the challenges presented to us, and finding more targeted ways of operating in our communities. We have exceeded our targets in both learners and hours delivered. We have maintained the REAP philosophy of being responsive and flexible, while adhering to priorities. Relationships are key and we value the connections we have. Thanks to all board members and staff for remaining focused in a challenging environment.

Janine Devenport Chair

director’s report The REAP board and staff continue to focus on building our community through our work. We are guided by REAP Aotearoa’s foundation statement: ‘Our shared purpose is to progress community development through quality lifelong education in our rural regions.’ We endeavour to do our work in a developmental way, rather than always through direct provision. We are proud that the bulk of our work completed over the 2017 year was delivered in this manner. Our new ‘strapline’ “Growing Great Communities” sums up our work and our role. Our board has also being thinking more broadly over the last year. This is summed up in the Dreamtime piece in this report. Our work continues to be driven by the needs that our learners and of our communities. Each of the sectors we are working with has benefited from our staff taking an approach that grows the skills of others. Good examples include our Early Childhood staff modelling their teaching with parents, so that the parents can run effective learning opportunities both in their homes, and in their rural playgroups. The professional learning and development (PLD) opportunities, made possible through the partnership with our Wairarapa Early Childhood Network funders, Masterton Trust Lands Trust; have provided most of the early childhood teachers in our region with the chance to grow their skills and make changes to their teaching practice; which in turn has benefited thousands of children. The focus was on leadership, transitions and professional development. A feature was the bicultural work in partnership with Wahi Reka Kohanga Reo. Driven by their requests, the programme offered to our schools and the teachers has been hugely varied. Our staff have worked to respond in ways that make sense to schools and their staff. We ran or supported many events, mostly in partnership with others; including Nga Tama Toa, Kapa Haka Academy, Moving On Conference, North Wairarapa Cultural Festival, Yr 10 Taster Days, Kokomai Creative Arts Schools Festival, Moving Forward Conference, Kapa Haka Festival in 2017. We also worked with educators to run a broad programme of teacher PLD including the very successful Wairarapa #Educamp. We ran our Maths Is Fun programme for almost 1000 students across the entire Eastern and Central Community Trust region (the East Coast of the North Island) from Te Araroa to

Featherston, and the Manawatu and Horowhenua regions, 25 sites in all. The theme was ‘Take a Chance’, based on probability and statistics. The students who attended had fun trying out new things, both at the venue and at home with whanau. REAP Wairarapa has been delighted to be a part of the YETE Partnership and the YETE Action Group alongside many other organisations and employers. YETE is ably led by Tom Hullena, and supported by many funders, without whom this work would not be possible. Wairarapa REAP employs and supports the YETE staff. Together we are creating a way of working which acknowledges that working together, the solutions will be more effective for all of our people who stay in our region after completing their secondary education. Our adult teaching programme included two components. ACE (Adult and Community Education) which is government funded and supports people whose education was not completed at school, and our user pays Q programme (now known as REAP Plus), which includes all other adult learning. This enables us to provide a broad range of opportunities to our community. A feature of our ACE work included significant numbers of people who are learning te reo Māori (includes working with Idea Services), and many people improving their literacy skills. This work was supported by some research which helped us to develop a good teaching and learning model. The research was a partnership between Wairarapa, Eastbay and Central Otago REAPs, with the support of Dr Lesley Peterson and funded by Ako Aotearoa. We continued our partnership with Makoura College, delivering a considerable amount of work on their behalf as part of the ACE in Schools work, funded by the Tertiary Education Commission.” Our REAP Plus programme saw 33 courses run across a wide variety of topics. These included technology training (computer, smartphone, tablets), skills for leisure (art, photography, fly fishing and tying), skills for home (sewing, upholstery) and many others. Our phrase ‘Tell Us what You want to Learn’ combined with ‘Do It with REAP’ has been successful in bringing learners to our doors. All of our adult courses are learner driven and we say they must be relevant, valuable to the learner and help them to progress to new things.

Moving Forward Conference The age old question about ‘What I am going to do when I grow up’ was investigated by the Bush Cluster schools. A multitude of possibilities were present to the many students who attended. The organisation of this event is supported by REAP.

REAP WAIRARAPA – growing great communities

director’s report

cont.

Our core work is learner driven because we know it works and because we believe in community-led development (CLD). In this connection we a proud to be partnering with the Dept of Internal Affairs in supporting some of our communities in CLD projects. See below. Lastly I would like to acknowledge the strength of our REAP Wairarapa board members. They are a formidable team, ably lead by Janine and Tim. Our staff constantly go well beyond what is expected of them to work on behalf of our community. Every one of them plays a significant role in doing that. We have allowed our Education Manager, Tracey Shepherd to be seconded to REAP Aotearoa as their Director, and have accepted that this is an ongoing role. I take this opportunity to thank them all for this and look forward to the challenges ahead.

Peter McNeur Director

Contributing to Our Community Community development happens in many ways, and over the last year, REAP Wairarapa has made a significant contribution to organisations across our rohe. These contributions take many forms, from both formal and informal advisory support, to sitting on governance bodies and contributing to organisational infrastructure. We have staff and board members on school boards of trustees and supporting early childhood centres, helping them to do their best on behalf of the pupils. A number of staff are assisting with community development organisations and with social service organisations, including those in Pahiatua, Masterton, Carterton and Featherston, providing significant input into the governance of those organisations. In addition many of our board members are taking governance roles in a wide variety of organisations, related to their work. REAP directly supported the following organisations: Wairarapa: Masterton Family Education Support Centre, Wairarapa Volunteer Centre, Fab Feathy, Featherston Community Centre, Carterton Community Courthouse Trust, SuperGrans Wairarapa, Connecting Communities Wairarapa, Age Concern Wairarapa, Youth in Education Training and Employment (YETE), Wairarapa Whanau Trust, Wairarapa Community Networks, Autism Wairarapa Charitable Trust, He Kāhui Wairarapa, Community Organisation Grants Scheme (Wairarapa), Tindall Foundation (as regional funding managers), Bush Children’s Day Trust, Masterton Kāhui Ako, Pukaha to Palliser, Heart of Arts, Nikau Foundation, Kokomai Cultural Trust, Digital Seniors, Wairarapa Community Networks, and Community Driver Mentor Programme National: ACE Aotearoa (co-Chair - Tangata Tiriti), ACE Sector Strategic Alliance, Rural Education Reference Group (RERG), REAP Aotearoa (two board members), REAP Aotearoa (Director)

ANNUAL REPORT 2017

our progress on strategy goals 2017-2020 Strategic Goal One Greater numbers of people of all ages engaged in learning so that they may have opportuni-es to be active participants in our diverse community. Summary of Progress Create opportunities that increase access to relevant education opportunities, for people in rural communities

During 2017 we provided numerous education opportunities for people throughout our region: • 293 distinct Early Childhood (EC) activities (playgroup visits, Professional Development and workshops, visits to EC Centres) • 84 distinct Schools activities • 80 distinct Adult and Community Education (ACE) programmes • 31 distinct REAP plus programmes

Work with ECE providers and communities, including Tangata Whenua to encourage familites and whanau to engage with ECE.

During 2017 we provided numerous Professional Development opportunities for EC Educators and whanau: • 220 EC educators enhancing the quality of their provision through attending Wairarapa Early Childhood Network activities • workshops for Play Centre • workshops for Play Group parents

Work with whanau and providers to promote and support programmes that enthuse young Māori to keep engaged in learning.

The Nga Tama Toa leadership programme and Kapa Haka Academy are two examples of programmes that we provided to enthuse young Māori to keep learning. Nga Tama Toa was run over four sessions, with an average of 45 boys attending. Whilst not all participants were Māori, a significant number were. This programme saw leadership skills developed, and confidence and resilience built. The Kapa Haka Academy was another successful opportunity which saw 36 young people from a number of colleges participate in a three-day programme during the school holidays. This group continued on as the “Wairarapa ki Uta, Wairarapa ki Tai” Kapa Haka group which successfully competed at the regional competition in Wellington, placing 4th overall.

Seek to develop partnerships to promote programmes and services for Pasifika learners, especially at ECE level, that build on the strengths and cultural values that they bring.

We supported the Moana Playgroup to operate throughout 2017 and saw a steady roll of around 9 children and 5 adults. Having the opportunity for these children to learn about their Pasifika culture has meant a lot to the community. Having their own caregivers involved in that learning process had been invaluable.

Provide programmes to help grow knowledge and skills for adults of all backgrounds, wherever they are in the Wairarapa, who are not engaged in the formal education sector.

Over the year we supported our community with 80 ACE programmes and 31 REAP plus programmes. Our programmes took place throughout the region: • Featherston • Martinborough • Masterton • Eketahuna • Pahiatua and Pongaroa

Promote engagement in ACE programmes by young people and adults who were not initially successful in their education.

During the year we supported 856 learners to complete 16,856 learning hours. Of these learners: • 256 were aged 16 to 24, and • 487 had low or no qualifications.

The flow on effect of this initiative was the year-long ACE programme for Samoan Speakers. Over the year we supported a core of four learners to complete a combined 360 hours of learning. This group are continuing with their learning journey in 2018.

REAP WAIRARAPA – growing great communities

strategic goal one Greater numbers of people of all ages engaged in learning so that they may have opportunities to be active participants in our diverse community.

playgroup workshops The purpose of these sessions is to provide an intensified quality learning experience for both parents and children. The overall aim of the workshops is to improve children’s oral language skills before they start school, a need identified by the government. We are working hard to address this need. Through the workshops, parents gain an understanding of: - the value of a particular play activity, idea, or experience for their child/children at that child’s age and stage; and - new information and ideas which they feel able to implement either at home or at playgroup, thus enhancing quality early childhood experiences. Parents also experience a wider view of REAP Wairarapa and its scope. Jude and Shirley have the opportunity to: - see what’s happening at all the playgroups; and support each other practically and mindfully, make evaluations and plan for the future.

ANNUAL REPORT 2017

playgroup visits During 2017, REAP Wairarapa supported 18 playgroups, from Pongaroa and Makuri in the north to Pirinoa and Tuturumuri in the south. Our playgroup visits usually involve providing curriculum ideas for parents and children, (using Te Whāriki, the Early Childhood Curriculum), information for parents, support to the group with their playgroup certification and any other support that parents may require. During the year, each playgroup receives one parent workshop, which Shirley Jones and Jude Mitchell plan and facilitate together. These workshops were held in Terms 1-3, and have covered topics such as “Celebrating Sea Week”, “Māori Art” and ’Communication Skills”. The workshops are run during a scheduled playgroup visit and on an informal way focusing on practical skills. Many of the rural playgroups we support are very strong and are an important part of their community - a way for new parents to meet others in their small communities and to form relationships with others who live in these more isolated areas. Playgroups are flexible and have fewer regulations than licensed early childhood services, and can reflect the needs of their individual communities. A few of our playgroups struggle for numbers due to their isolation, school closures, or inability to access a licensed early childhood centre. We prioritise our visits to the playgroups based on need and time available. Playgroups in or near their local school report that the groups have made the children’s transition into school a more seamless process. Families can establish good relationships with a school by being involved in the playgroup and the children can get to know each other before they start. Quotes from parents “Playgroup has provided my children with a confidence that allows them to transition to school. Having playgroup on the school grounds helps make the starting school experience less daunting” “Having REAP attend our playgroup has enriched our learning, play and education for both the children and the parents/educators. The activities help the children develop concepts such as counting, basic maths process learning, creativity and much more.”

REAP WAIRARAPA – growing great communities

wecn transition groups The Wairarapa Early Childhood Network (WECN) Transition Groups meets once a term in Masterton, Carterton and South Wairarapa, at venues alternating between schools and early childhood services. The group provides an opportunity for teachers to develop relationships and work together to ensure children have a positive transition experience between early childhood and school.

language development and possible strategies they can use at home.” “I will use it to support teachers and senior leadership teams in planning and facilitating their literacy programmes.” The Transitions Group provided a platform to discuss the challenges and highlights of cohort entry in our primary schools and its impacts on children.

Teachers continue to develop relationships between early childhood and new entrant. These relationships are becoming stronger, and the new entrant teachers are approaching ECE services for advice about the “play-based” curriculum many schools are beginning to adopt. In 2017, the groups shared some learning around oral language development, shared by the Special Education team from the Ministry of Education. This information was helpful and practical to implement in the centre and school environment. “Can use the resource as a tool when working with whanau in regards to their children’s oral

moana playgroup Moana Playgroup was established in 2016, after consultation with our local Pacific Island community, to enable Pacific Island whānau, to come together to celebrate their languages and cultures in a safe and caring environment.. The group has continued to flourish during 2017 with some children turning 5 and heading to school and new whānau starting. The playgroup operates two mornings per week at the SPOT in Masterton and the families are encouraged to attend other Early Childhood services the rest of the week. REAP Wairarapa and the Ministry of Education support this group to provide quality learning experiences for the whānau attending the group. We continually look for other opportunities for them such as attending gym sessions and visits to other centres / kōhanga reo. Some members from other rural playgroups have met the Moana whānau at gym and have offered support to them by donating 4 carseats to enable them to travel safely and legally. This donation has enabled the group to go on outings and have other experiences which they may not have been able to do otherwise. REAP Wairarapa employs a Pacific Island coordinator to be present at each session to welcome all whānau, and to provide learning specific to the needs and interests of the group. The coordinator also spends some non contact time managing resources and marketing the Playgroup. A REAP Wairarapa Early Childhood staff member also attends for some time each week to support the coordinator with the curriculum. The children learn their language through being immersed in the language at each session, and Pacific Island song and dance is a major part of their learning. REAP also supports the adults with their learning and any other needs they may have. Our relationship with this community continues to strengthen.

ANNUAL REPORT 2017

nga tama toa

In 2017, we were approached by the Masterton Principals’ Cluster to support the administration of a boys’ leadership programme called Nga Tama Toa (Strong Boys). The purpose of the programme was to grow the leadership skills of our future young men, and instil the ability to cope with the changes life throws at them by building resilience, grit and determination. This programme taught the skills they needed to stand strong and be positive role models to their peers. Sixty boys from Years 5 to 13 participated in a two-day noho marae and then came together again for three more workshops; one per school term with a focus on mau rakau, haka and goal setting The boys selected were considered positive role models with leadership potential within their schools, and had a sense of pride in who they are. Lack of resilience is having a big impact in our classrooms, community and society. It is, therefore, important for our young people to get involved with their communities, to learn who they are culturally and socially - especially in our modern society where culture isn't valued as much as it should be. For our young people to be successful, they first need to feel confident in who they are and be grounded in where they are from. Mau rakau is a proven way to develop resilience and leadership in boys and young men. The Māori martial art helps boys become grounded, form positive relationships and build resilience. It can also help improve health and wellbeing, physical fitness, and te reo Māori pronunciation and understanding. Nga Tama Toa also supports transitions with the age range from boys in Years 5 to 13. All the boys that attended spoke highly of the programme, and were keen to return the following year to continue the journey. We saw many of the boys honoured at their school’s end of year celebrations - from being chosen as Head Boy to receiving cultural, sporting and leadership awards.

REAP WAIRARAPA – growing great communities

a secondary school event – yr 10 taster days The Year 10 Taster Days were instigated by the Wairarapa Careers and Transition Teachers and co-ordinated by REAP, in conjunction with UCOL Wairarapa and Taratahi Agricultural Centre. The purpose of the Year 10 Taster Days were to provide our young people with a hands-on experience from each of the six vocational pathways; Creative Industries, Manufacturing & Technology, Construction & Infrastructure, Primary Industries, Service Industries, Social & Community Services. Vocational Pathways is a unique tool that helps individuals see how their strengths, interests and achievements can relate to study options and job opportunities. Students did not pre-select workshops to attend as the CATE Teachers felt that it was important for our young people to experience information about all pathways; even if they are not interested at this age. This helps to support them with making important subject selection choices in Year 11. The taster days also allow students to get a feel for what UCOL Wairarapa and Taratahi offer and what they can study

while at school through the STAR and Trades Academies programmes.” Approximately 300 Year 10 students attended the Taster Days from Te Kura Kaupapa Māori o Wairarapa, Rathkeale, Kuranui, Solway, Makoura, Wairarapa, Ponatahi Christian School and St Matthew’s Collegiate; over three Fridays. Student comments The teachers were engaging and made the career path appealing We were straight into action being taught right away with practical things.

maths is fun Children from Uawa (Tologa Bay) participating in the Maths Is Fun Programme operated by REAP Wairarapa for the Eastern and Central Community Trust. Uawa was one of 25 sites where the programme operated in 2017.

english for samoan speakers Some of our learners making garments as part of their regular programme. This group has worked with their tutor to improve their general english understanding and skill so that they can more confidently participate in our community.

ANNUAL REPORT 2017

our progress on strategy goals 2017-2020 Strategic Goal Two The people of the Wairarapa increasingly have the knowledge, skills, attitudes and values to manage and adapt to change at a community and personal level, and are better prepared to participate in our community and economy, particularly in rural areas. Strategic Goal 2

Summary of Progress

Support and encourage education leaders to investigate and understand learning needs particular to their communities and Encourage and support local education providers to offer programmes that are tailored to the needs of Wairarapa’s community and learners.

During 2017 we developed a closer working relationship with UCOL and Te Wananga O Aotearoa. We provided them with advice about the learning needs of our communities and, on some occasions, referred learners to their programmes. We continued to support the work of Literacy Wairarapa, often directing learners who had specific learning issues to them.

Encourage and support local education providers to review programmes and practices with a view to improving Māori education outcomes.

We supported a number of schools to develop appropriate programmes and teaching practices aimed at supporting the improvement of Māori education outcomes. e.g. implementing initiatives aimed at Māori achieving success as Māori. The applications showed that schools were starting to acknowledge that their communities were different and had their own unique whakawhanaungatanga; way of engaging with their community. We also supported some Tararua College students to attend a number of Mau Rakau noho marae around New Zealand, and locally in Pahiatua. These students were supported by their tutor, Rihari Daymond, who was also a specialist tutor for kapa haka and Mau Rakau. These students all achieved NCEA credits in Māori Performing Arts and were also given the opportunity to support the tutoring for the Nga Tama Toa programme. They students also achieved internationally recognised qualifications in Mau Rakau. The programme had a positive impact on the students who are now confident leaders in their community.

Encourage and support local education providers to review programmes and practices with a view to improving the learning foundations of literacy and numeracy for all learners.

During the year we worked with a number of our ACE tutors to develop their adult education capability. We supported three tutors to undertake a New Zealand Qualification in adult education with expertise in literacy and numeracy.

Continue to support and grow “Computers in Homes” (CIH) programme

The CIH programme formally ceased to operate post 30 June 2017 however we continued to support learners who had undertaken the programme. We worked with a number of our CIH whanau to identify their goals and develop plans to achieve them.

Provide similar programmes to improve digital technology confidence/digital literacy in areas where CIH programme is not running.

During the year we delivered 18 ACE digital literacy programmes to 103 learners, who completed 1758 learning hours. These programmes ran throughout the region, including in Featherston for the first time for a number of years. A number of learners in these programmes have continued their learning journey through undertaking other ACE programmes with us.

Leverage the digital literacy work, so that all our other strands benefit from our contact with these families/ whanau.

Many of the learners who participated in our CIH programme undertook other learning programmes with us, including extending their Digital Literacy skills.

All of our programmes incorporate literacy and numeracy development strategies, and we continue to work with our tutors to become more familiar and comfortable with including literacy and numeracy development components in their programme delivery.

REAP WAIRARAPA – growing great communities

our progress on strategy goals 2017-2020 Strategic Goal 2 Summary of Progress continued Actively support activities and opportunities that develop persistence, grit and appropriate risk-taking in children.

We ran a number of programmes throughout the year that were aimed at developing persistence, grit, confidence and appropriate risk-taking in children. These included: • Drama for Year 7 and 8 - 56 children participated • Music - 76 children participated • Writing for boys Year 5 and 6 – 56 boys participated

Seek partnerships to grow activities and opportunities for people of all ages to develop life skills that improve sustainability of families and whanau. Seek opportunities to support te reo Māori and cultural traditions of Tangata Whenua, and more specifically Wairarapatanga.

We ran 31 ACE programmes that were aimed at developing life skills. 149 learners completed 2840 learning hours in a range of areas; cooking, sewing, work and living skills, living on a budget. 97 of these learners had low or no qualifications.

Seek opportunities to support Pasifika community members to engage with and strengthn their cultural practices.

Seek opportunities to support the learning and development needs of the diverse cultures in our community.

During the year we supported a cultural bus tour for first year primary and secondary school teachers, (95% of whom were from outside the region) to learn more about Wairarapatanga through a guided tour of culturally significant places in the Wairarapa – “Ngā wā hi o Wairarapa – Places of the Wairarapa.” Joseph Potangaora was our tour guide and he was able to talk about the history and cultural significance of these places. We also ran 47 te reo Māori programmes, with 378 participants who completed over 9000 learning hours. A significant contributor to this was the te reo Māori programme for IDEA Services clients. This was a yearlong programme to develop their Te Reo skills through kapa haka. This initiative commenced in 2016 and saw the establishment of a kapa haka group - Te Roopu Manaaki. This group has gone from strength to strength and are now in demand to do regular performances throughout the region. The group recently featured in the ACE Aotearoa Summer newsletter. As reported under Goal 1, we have continued to support the Moana Playgroup to provide cultural learning opportunities to preschool aged children. Our ACE programme for Samoan Speakers was a great example of learner led education. Our tutor, Tracy Graham, worked with learners to identify their learning needs and design a programme that ensured that they were learning practical and relevant life skills whilst developing their English language skills. This group has continued their learning journey into 2018. e have worked closely with a number of communities to ensure that their learning and development needs are met. An example of this is the work we have done with the East Side community. We have worked closely with Te Awhina Cameron Community House to offer learning solutions for members of the local community. We have supported a small number of ACE learners to become tutors within the community – “for the people, by the people.” We also worked with a group of learners in the Featherston community to ensure that their learning needs were met. This included ensuring that they were able to access the learning in Featherston at a time that worked for their family circumstances. We supported them with childcare so that they could participate in a learning programme. The flow on effect of this approach has seen a number of programmes now happening in Featherston, ranging from sewing to Te Reo and digital literacy.

Continue our schools’ leadership programmes

As previously reported we have continued with our schools’ leadership programmes: supporting Nga Tama Toa and the Tararua College Mau Rakau. The Kapa Haka Academy also provides an opportunity to grow young Māori leaders within the school environment.

Seek partnerships to grow adult leadership opportunities.

Whilst we have not provided any specific learning programmes to grow adult leadership opportunities, we have supported a number of our tutors to grow their skills and become more confident to deliver learning programmes to adults. We have also been heavily involved in the YETE Partnership which is focused on developing a supportive learning and employment environment for young people in the region. Through this we have supported a number of partnership members to take the lead on a range of initiatives that are aimed at achieving the YETE goals. Our role has been to support and enable others to achieve in this space.

ANNUAL REPORT 2017

strategic goal two The people of the Wairarapa increasingly have the knowledge, skills, attitudes and values to manage and adapt to change at a community and personal level, and are better prepared to participate in our community and economy, particularly in rural areas. YETE Partnership – He Ara Angitu YETE’s Vision is ‘A Pathway for All – All On a Pathway’ 2017 saw the first full year where YETE had staff to assist with the project. A leadership position, an administration position and a person to assist with Licence To Work made up the team. This work was generously funded by a range of entities in our community.

initiated by YETE between education providers, the business sector and community groups. Significant partnerships have been developed between specific industries and some colleges, and more are currently in development.

The YETE Action Group provides governance for the project. This is made up of the Strategic Group Leaders and key partners from a range of organisations. As YETE is not a legal entity, REAP Wairarapa employs the staff, and provides support through provision of tools of trade, office and meeting spaces and support for a range of aspects of the work The Wairarapa Youth Education Training & Employment inter-sectorial partnership was formed in 2015 to develop a “bottom up”, community-led initiative - the YETE Partnership. YETE is comprised of representatives from secondary schools, tertiary educators, employers, community groups (particularly those working with youth), territorial local authorities, iwi, and some central government agencies. The intention of YETE is to strategically align resources and efforts in Wairarapa to support our young people to reach their vocational and/or educational potential. YETE aims to do this by · improving the connections and collaborations between relevant institutions, and · helping to develop appropriate pathways that allow all young people to transition from school and/or further education into employment. The context of this work is complex: success requires agencies, employers and NGOs, currently operating independently of one another, to work in a more connected way to improve education, training and employment transitions for youth across the community. Within the last 12 months, YETE has had a 450 percent increase in the number of formal and informal partnerships

An event to link potential employees with employers in the hospitality industry was held (see above) at the Carterton Events Centre, and was seen by both groups as a model for the future. The Ministry of Education-endorsed Employability Framework and the Youth Employability Programme- License to Work has played a key role in increasing levels of engagement and willingness to collaborate across the wide ranging sectors. The outcomes of the work of YETE could see growth of the region’s economy and wealth through better access to and retention of jobs, increased employment opportunities, and improved community engagement. Have a look at the YETE website to find out more: www.yete.nz

REAP WAIRARAPA – growing great communities

moving forward conference - bush schools The 2017 conference saw 180 students from 10 Bush Cluster schools descend on Tararua College for a day of workshops and speakers. The goal of the conference was to open the students’ eyes to what’s available educationally and socially, provide ideas for career paths and show students how they can become involved in their community, through unique hands-on experiences. This second Moving Froward Conference was opened with inspirational keynote speaker, Boronia Lilo, a youth leader from Dannevirke. Students could select from a wide range of workshops such as, Mau Rakau with local Tararua College teacher Rihari Daymond, Ki o Rahi with Te Kete Hauora o Rangitane o Tamaki Nui a Rua tutors Troy Tawhai and Jamie Hape and Search & Rescue with Andrew Poulton from Tararua’s local Search and Rescue team. Rangers Laura and Kerri from Pukaha Mount Bruce delivered a Tracking and Trapping workshop whilst Printmaking was offered by Masterton based artist Katie Gracie. Students learnt about Music Tech Tools from local musician and tutor Cody Field and Morry Black and James Kendrick from Kahungunu ki Tamaki nui-a-rua taught the students about Traditional Māori Medicine. Students also learnt how to Make Sushi with local lady Sanghee Lee and learnt about volunteering and a career in the Fire Brigade with the Pahiatua Volunteer Fire Brigade, Practical Navigation with Tararua College teacher Tim Swale and Christmas Truffles with Tararua College Tech Cookery teacher Tanya McQueen-Davies. Tararua College international students also ran a workshop on Italian and Japanese. The Conference was initiated and organised by the Bush Principals. REAP Wairarapa co-ordinate the event and provided administrative support. Tararua College supported the conference with the venue and presenting workshops. Quotes from students • we got to meet people from different schools and have a go at some things that we could maybe want to study or do more on in the future. Overall it was an awesome day and I can’t wait to do it again. • learning new skills so that in the future I can do the activities myself. • the fact that the teachers were really helpful and they made sure you got the best outcome. • someone not that much older than me has gotten her dream job, so I think I could get my dream job when I’m older • Mau Rakau made me want to learn more about the Māori language • that after a small time of teaching and practice you can achieve and learn a great deal of things.

ANNUAL REPORT 2017

wecn – professional learning and development

The Wairarapa Early Childhood Network (WECN) supports early childhood centres in Wairarapa to come together for shared professional development - which is delivered locally, removing barriers to participation. This means whole teams can attend, strengthening the likelihood of change in the ECE sector as all the teachers are working collectively to make the changes. This work is mostly funded by the Masterton Trust Lands Trust. The WECN had a strong focus on enhancing bicultural practice in 2017. Many centres are reporting more confidence in implementing local bicultural practices. This has been enhanced by the strong relationship the WECN has developed with a local Kohanga Reo, and the sharing of skills and knowledge. This has been an area that we have been working on over a number of years, helping teachers to work in a way that is respectful of culture, and helping families have a sense of belonging to their ECE services. “I have already utilised the song about the wharenui and,. along with the tamariki, I am confidently learning the different part of the wharenui. I have learnt much about powhiri protocols, tikanga as well as many other interesting things about te ao maori.” Another focus for the WECN was sustainable practice, where centres came together to support each other to develop sustainable practices in their centres, and including the children and families in this. At an ECE level, sustainability looks like exploring and becoming comfortable with the natural environment. Some of our centres have, over the years, developed a relationship with a natural area they have become caretakers for. This work has also enabled centres to connect with other groups in the community, such as the Enviroschools Network.Three of our centres have signed up as Enviroschools, with two being recognised at the Bronze level.

REAP WAIRARAPA – growing great communities

whakapiki reo This year we have supported a programme working with Te Rangiura o Wairarapa - a senior kapa haka group whose members are mostly previous students from Te Kura Kaupapa MÄ ori o Wairarapa. This programme focused on helping members gain confidence in speaking te reo, as many of the former students from the Kura have been away from tikanga MÄ ori for some years. The tutors accompanied the group to five noho marae to assist with their learning. Te Rangiura o Wairarapa is just one of our target group of learners already engaged, The group has its own specific goals or outcomes they striving to achieve. Supporting the group members by paying tutors enables them to achieve their group goals, and allows REAP Wairarapa to support individual learners.

Whanau engagement and support for the programme has been strong. Preschoolers are learning by observation. Primary-aged children are learning and performing alongside their parents in public situations, and learners' parents are supporting by cooking, assisting with childcare, and fundraising.

Through this programme, Te Rangiura o Wairarapa members have reconnected with tikanga MÄ ori, are speaking te reo again, have taken on leadership roles conducting karakia and mihi for the group, have sharpened their kapa haka skills, have been reconnected to the marae me ona tikanga, and are generally more confident. For some, the programme has provided positive association and activity where this has been lacking.

REAP plus REAP plus programmes were, until this year, known as Q programmes. These programmes aim to provide the Wairarapa community with diverse learning opportunities. The programmes can offer any subject area people are interested in, provided there is a tutor available to teach. 2017 saw 32 courses run. A half of them were technology based, a third life and leisure based and the rest focused on social media. In the old days of night school, these courses were happening in most urban communities on a regular basis. When the government stopped funding this mode of learning, there was a dramatic drop off in learning opportunities for adults. Thanks to our working closely with the community, people recognise the REAP brand and know our products are trustworthy. We intend to offer our participants a quality learning experience that caters to their needs and allows them to feel looked after, well informed and supported throughout their courses. Our aim to do all things at a high standard means we are getting repeat learners in other areas of interest. We have had some success collaborating with some local clubs. The Wairarapa Fly Fishing Club and the Wairarapa Camera Club used their knowledge and expertise to teach fly fishing and photography skills respectively. Both clubs have reported increased membership as a result of working with REAP Wairarapa. We look forward to extending the REAP plus brand into areas of technology, as digital technologies continue to bring out new apps, devices and systems for people to get their heads around. We hope to cater not just to individual needs, but also respond to business needs in areas of digital technology growth for their staff and companies.

ANNUAL REPORT 2017

wecn leadership The Wairarapa Early Childhood Network (WECN) Leadership Group, which is supported and managed by REAP, meets twice a term in Masterton. Leaders of centres have said they value this group, as it is a space where educators get to share ideas and best practice, and receive support from other leaders and management. Many of the leadership group members have also been bringing along prospective centre leaders as part of their succession planning, enabling the new leaders to take the reins with collegial support. The WECN Leadership Group has also been a space to grow our own support for topical issues. Examples of this have been discussions about the changes to the Teaching Code of Ethics; the updated ECE curriculum, Te Whāriki; and being involved in the production of local resources that are meaningful in the ECE context. As a group, we have covered a range of leadership-related topics this year, using the Ministry of Education resources to guide our thinking and discussions. The new ECE curriculum document, Te Whāriki, was upgraded and released this year. We took the time to unpack this in our own community and use the document as a basis to better understand how we can implement its recommendations in our own settings.

Member feedback: “We have been discussing strengths we have at centre linked to Te Whariki” “We are identifying areas of growth, linked to self-review and ERO review” “We use the new Te Whāriki, focusing on investigation and critical inquiry.”

sewing featherston (ace) The sewing class at Featherston School originally came from requests from parents at the Puna Reo playgroup, based at the school. This programme was supported by REAP, which included funding for the tutor and for childcare. This allowed leaners to participate by removing barriers, such as having to mind the kids. The Featherston sewing classes have continued for extra terms, building on the learners' capability. The sewing projects are based around learner need, and the tutor weaves literacy and numeracy into practical learning. The sewing students have been involved in other community projects, including sewing Boomerang Bags for the local supermarket, up-cycling and distributing clothing to those in need, and sewing curtains for the Puna Reo room. They have also learned about sustainable living methods. For example, one learner raises rabbits for food, and has recently learnt to tan the skins - and to sew with them in the class. Another participant was encouraged to enter her creations into the World of Wearable Art competition - and she was successful. Some of the benefits of a group like this are the sense of community, learners being able to support each other, and the learners' increased confidence to give new things a go. Learner feedback: “Excellent sewing group and tutor. Feeling more connected and getting to know more people in Featherston's community.” “Sandy has been excellent and keeping things on track, offering help and advice but letting me learn by myself.”

REAP WAIRARAPA – growing great communities

our progress on strategy goals 2017-2020 Strategic Goal Three Greater diversity and flexibility of education provision that meets learners’ needs at every level. Strategic Goal 3

Summary of Progress

Promote innovative, responsive education delivery options for learners at all levels.

We exceeded all of our contracted targets in 2017. This is reflective of the responsiveness of our education delivery options across all education sectors, where demand has well and truly exceeded supply during the year. We continued to take an innovative approach to ensure that we met the demand. This included partnering with other organisations to meet the learning demands of their clients. This approach resulted in efficiencies thereby enabling us to work with more learners for minimal additional cost. We also referred learners to programmes delivered by other education providers to ensure that they would receive the most appropriate learning solution for their needs.

Seek opportunities to demostrate how technologies can contribute to flexible, inclusive and responsive learning programmes. Work to ensure that parents involved in playgroups continue to improve their skills. Promote a full service model to other ECE groups.

We delivered a number of technology based Q programmes during the year. These included website development and using various software and applications.

Encourage and provide strengths-based models for better engagement with Māori learners and whanau.

The above examples are also examples of a strengths-based model for better engagement with Māori learners and whanau. A significant of learners that participated in these programmes were Māori.

Develop learning resources in association with Tangata Whenua.

Whilst we did not do a lot in this area, the cultural bus tour for first year primary and secondary teachers Ngā wā hi o Wairarapa – Places of the Wairarapa - with Joseph Potangaora is a good example of working with tangata whenua.

During the year we delivered 16 Playgroup workshops to 130 parents and 207 children. We also delivered 6 workshops to Playcentre with a total of 38 adults in attendance. We worked with a number of organisations to offer a full service model to their clients. Examples include: • Ko Te Aroha - supported Te Reo programmes, Masterton Family Education and Support Centre supported a living skills programme • Te Hauora Runanga O Wairarapa - supported a sewing programme.

We also maintained strong working relationships with our two main iwi – Ngāti Kahungunu and Rangitāne

Te Roopu Maanaki These learners from Idea Services, wowing the audience at the REAP Aotearoa Conference in Wellington, with skills they learned with us as part of an ACE programme. They are tutored by matua Tama Biddle.

ANNUAL REPORT 2017

strategic goal three Greater diversity and flexibility of education provision that meets learners’ needs at maths is fun The Maths is Fun programme has stood the test of time for learners, teachers and funders. It is to the credit of all involved over the last 13 years that the Eastern and Central Community Trust (ECCT) continues to see relevance in its ongoing support of this great holiday programme. The trustees recognise the programme's long history, and their support fits ECCT's new business strategy of positively enhancing the attitudes, confidence and participation of children and families who struggle in many aspects of life. The Maths is Fun programme, administered by REAP Wairarapa, has taken a new direction over the last four years. Giving it a new theme each year, and creating diverse activities to support the theme has kept the programme relevant to modern ways of thinking on how mathematics fits into the real world. We hope we can continue to give children a ‘buzz’ when working with mathematics. ‘Take a Chance’, the 2017 programme based on statistics and probability, aimed to engage the children and their families in using mathematical language and thinking outside of number and applying the language to everyday happenings. In 2017, we also managed to include a new Maths Is Fun programme at the Ashhurst Community Library.

REAP Wairarapa currently runs the programme in 26 venues throughout the ECCT region. In 2017, 975 children from ages five to 13 engaged in Maths Is Fun . Peter McNeur and Innes Kennard, two founding members of Maths is Fun, are still working in the programme and see immense value in supporting it to evolve and grow. Their collective background knowledge allows me, as coordinator, to see what the Maths is Fun programmes have meant to everybody in the past, and to see how it can evolve and remain relevant for children, teachers and administrators. Feedback from all involved is, and always has been, extremely positive about a subject much maligned in the school curriculum.

reap national conference 2017 REAP Wairarapa organised the conference held in Wellington with our Eastbay REAP colleagues. The conference focused on the theme Community Development through Education, from our foundation statement. We were fortunate to have Jim Diers from Washington as our international presenter. Jim is all about building community. He has a passion for getting people engaged with their communities and in the decisions that affect their lives. His messages around community-led development were inspiring. REAPs are in a prime position to build on this. Some time was spent looking at how we can increasingly take a developmental approach to our work, rather than concentrating on service delivery model. Dr Ryan Morrison talked about some highlights from his PhD, especially focusing on REAPs as agents of building social capital. This was fascinating and we have much to gain from digging deeper in to this. The Wairarapa’s own Paora Ammunson shared his relationships with REAP over the years, how that had been a growing involvement, and how we had increasingly supported the aspirations of Māori. Our final speaker Hemi Pirihi from the Human Right’s Commission took us on a journey about what a Treaty Based Organisation looks like, and the journey the Human Right’s Commission took. This was insightful for REAPs and has helped us to look at how REAP Aotearoa can assist REAPs on a similar journey.. As usual the joy of conferences is people learning from each other and getting to know each other more. Conference 2017 did not disappoint!

REAP WAIRARAPA – growing great communities

challenges and highlights of working in a rural environment Some thoughts from our Lifelong Education Officer – Shirley Jones, working in both North and South Wairarapa Areas, providing EC support to 10 REAP Wairarapa Playgroups, and coordinating ACE learning opportunities, and supporting community projects in the North Wairarapa region. Challenges The de-population trend of remote rural areas This is mainly due to farming practices changing. Farmers are hiring fewer staff, using casual staff when needed who travel from urban areas, and buying neighbouring farm land. Work and Income encourages people on benefits to be inwork, which discourages people from living where they may not be good employment prospects. Effects This has resulted in closures of some schools and playgroups, because there isn’t the population to sustain them. Enrolment in ACE programs may be limited to lower numbers participating. Roading Rural road hazards can make it difficult to access education opportunities. These include stray stock, stock being driven along roads, slips, mud, flooding, washouts, earthquake damage, high winds and fog. Effects Access for people to move in these areas and for REAP staff is sometimes hampered. Repairs to rural roads are often slow. Cell phone and internet accessibility Many places in northern Wairarapa have "dead areas". Some connections are unreliable and slow, and the cost of satellite connection can be high for some. Effects This leads to frustration, especially when government sectors assume every New Zealander has available internet access and, again, creates barriers to learning.

bush children’s day trust formed This group has worked hard to develop the Bush Children’s Day Trust, which has dedicated itself to organise and run Children’s Day events, primarily in Pahiatua. This will save them having to use an umbrella organisation for this purpose in the future.

ANNUAL REPORT 2017

The nature of people in isolated rural communities Community relationships have their strengths and weaknesses. In a small rural community, there can be great support in time of need, but also a 'fish bowl’ effect were everyone knows every one’s business, and some people think they have the authority to judge and dictate to others. Rural communities also can take time to accept new people and ideas, which leads to misunderstandings and unfortunate outcomes: such as isolating families, division in the community, families moving away, family not getting the supportive help and falling under the radar of social services, and school closures. Engaging rural communities This can be difficult when a school closes, because there is loss of connectedness. Schools are major hubs that have served many generations in rural area. Identifying a key person and building relationships is a key, and this takes time. Highlights Some of the highlights from 2017 have been as follows. * Meeting great people in close knit communities, and working alongside them to achieve good outcomes. * Finding out about how those communities work, and what their needs are. * Working with communities to meet their needs within or outside of REAP's capabilities. * Partnering with communities to build a more sustainable outcomes. * Enjoying the satisfaction which comes from rewarding work. * Witnessing great resilience in the face of challenges and seeing people band together. In 2017, we saw people fundraising for a local school, welcoming a new family, supporting a family with a new baby by cooking them meals, and forming a trust for a Children's Day event in Pahiatua Children’s Day called “Bush Children’s Day Trust”. (below)

our progress on strategy goals 2017-2020 Strategic Goal Four REAP Wairarapa is recognised within the community and by government as a leader and broker of quality education. Strategic Goal 4

Summary of Progress

Ensure our early childhood, schools and adult education work is directed to achieving the clear priorities of Government. Ensure that our organisational structure remains sound and responsive.

As previously reported we exceeded all of our contracted targets, and ensured that all aspects of our work were consistent with achieving government priorities.

Participate in a wide range of education forums.

During the year we participated in a range of education fora including: • YETE Partnership • ACE Strategic Alliance COLs – Masterton, South • Meeting with Regional Director of Education •

Keep abreast of trends in education so we can provide leadership.

During the year we continued to take a continuous improvement approach to the way we developed our learning programmes to ensure that learners were receiving the best learning experience to meet their needs. We continued to challenge the norm, especially in the school sector where we challenged secondary school teachers at a PD day to consider how they could better meet the needs of their students that would ensure they were leaving school with the right skills to make them work ready.

Seek opportunities to disseminate evidence-based knowledge of successful responsive education practice to existing providers.

We continued to challenge the norm, especially in the school sector where we challenged secondary school teachers at a PD day to consider how they could better meet the needs of their students that would ensure they were leaving school with the right skills to make them work ready.

Seek opportunities to promote our work and brand across the community.

Our work with the YETE Partnership is a good example of promoting an inclusive community wide approach to learning and development in the Wairarapa. Developing collaborative relationships across the region to better meet local community needs is a key component of this and we have continued to do this throughout the year.

Seek opportunities to promote our work and brand across the community.

As reported above, we continued to develop strong relationships across our community, working with partners to meet the learning needs of their clients. This resulted in new learners participating in our programmes, and other organisations seeking us out to work with them. An example of this was the work we did with Te Hauora O Wairarapa. This was a new relationship for us and we supported 12 of their clients to complete 324 learning hours.

We have worked hard throughout the year to ensure that we are operating as efficiently and effectively as possible. We refurbished our large meeting room with new chairs and tables and a fresh coat of paint. The room is now a great space for meetings. Our team remain committed and passionate about the work we do. They are well connected to our communities and have built strong relationships with customers/stakeholders.

Research into Adult Learning supported by Ako Aotearoa REAP Wairarapa partnered with Eastbay and Central Otago REAPs to investigate Adult learners in the ACE context: What are the indicators of learner success? The project was supported by Dr Lesley Peterson and funded by Ako Aotearoa. The model developed will be further disseminated to REAPs and the Adult Education community by Ako Aotearoa, through an online professional community in 2018.

REAP WAIRARAPA – growing great communities

strategic goal four REAP Wairarapa is recognised within the community and by government as a leader and broker of quality education.

we have a dream Wairarapa is a small provincial community of around 44,000 people. Even given the challenges presented by sparse population density, the board of REAP Wairarapa believes our region should be able to lead Aotearoa in every learning outcome statistic. We believe in lifelong education and learning for all ages at all stages. We are confident that a community that leads in learning will be progressive and cohesive, and will punch above its weight in employment and economic outcomes. We want to see Wairarapa become a community that has a learning culture ingrained —a community that has great expectations of and great respect and support for both learners and education providers. We want all parts of the community to see themselves as part of the educational effort. The REAP Wairarapa board believes that if all the ‘players’ in the region pull together, and we coordinate our efforts, we can achieve this, and we will see: •

high expectations creating a more insistent and, at the same time, supportive ‘demand side’;

•

more enthusiastic and focused learners;

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increased demand from better and more widely-educated young people for better opportunities in the local economy;

•

high expectations feeding high outcomes, feeding even higher expectations: a classic chicken and egg scenario;

•

an abundance of informal opportunities for people to access responsive and just-in-time learning as their needs and circumstances change;

•

everyone in the community sharing responsibility for every learner’s success: a more cohesive community; and

•

more people participating in creative as well as technical and knowledge-based occupations, both paid and unpaid.

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businesses will have little trouble attracting skilled workers; leading to - more productive and higher value businesses; and - better paid employees generating more wealth in the community; and

•

the region will be an attractive place for new businesses, particularly businesses requiring technical, creative and professional skills and knowledge. Being immersed in a learning community, our primary industries could see: - a greater supply of work-ready farm employees; - greater and faster application of knowledge and addedvalue process and products; and - faster establishment of value-adding industries.

Improvements in business and in community wealth are likely to have flow-on effects and create new demand. For example: more and higher-value professional and technical businesses can create greater need and opportunities for people to interact with rural organisations in, increasing demand for services such as rail and airlines to and from the region; and greater community wealth will create a demand for, and better provide for improvements in infrastructure such as roads, broadband and housing. The board knows that REAP cannot achieve these outcomes acting alone. We know that other Wairarapa organisations, notably Masterton District Council, Masterton Trust Lands Trust, Ngāti Kahungunu and Rangitāne also have community education strategies which have much in common with our goals. We are convinced that through a coordinated, collective approach we can turn our dreams into reality. The first steps for REAP Wairarapa in this work will be to coordinate a community-wide effort, aimed at taking literacy and numeracy rates to the head of national statistics.

The board is confident that if Wairarapa leads Aotearoa in terms of learning outcomes, it is likely that there will be a huge range of social, cultural and economic benefits. In terms of economic outcomes:

ANNUAL REPORT 2017

Tim McMahon - Deputy Chair

youth employability programme – licence to work (l2w) The Youth Employability Programme (YEP) – Licence to Work (L2W) is a cross-sector, business-led initiative designed to respond to business and industry concerns that young people may not be developing the skills needed to succeed in the workplace. The programme provides an explicit sequence of learning activities to build the competencies business leaders have said they want to see young people display, and a process to assess and record these competencies. The YEP Employability Skills were developed in consultation with government, the education and business sectors, and industry groups to ensure they are the right competencies for young people to be successful when they enter the workplace. YEP-L2W is a combination of theory, experiential learning, and reflective practice, presented sequentially and with growing complexity. The primary focus of the programme is helping youth develop seven employability skills. These seven skills are learnt, practised and developed by an individual over a period of time throughout a work experience placement. These foundation employability skills are taught first in the programme. The Employability Skills are… positive attitude, communication, teamwork, selfmanagement, willingness to learn, thinking skills (problemsolving and decision-making), resilience

The Ministry of Health-endorsed Employability Framework and YEP – L2W has played a key role in the increasing levels of engagement and willingness to collaborate across the wide ranging sectors. This includes organisations which are a similar equivalent to YETE in other regions across New Zealand and with whom YETE collaborates on various initiatives. 2017 programme delivery and evaluation data • 47 learners enrolled in the programme. • Three providers delivered the L2W programme: Te Wānanga o Aotearoa, Makoura College and Kuranui College. • 11 learners graduated. 100 percent of all graduates gained employment &/or enrolled in further training in 2018. • 36 learners participated in the programme. 59 percent (21) are completing the programme over two years, graduating in 2018. 14 percent (five) gained employment. 27% (10) are seeking employment or have enrolled in higher education in 2018. 2018 delivery Over 100 learners will be enrolled in the L2W programme with a minimum of four providers delivering: Te Wānanga o Aotearoa, Makoura College, Kuranui College and Rathkeale College.

The secondary focus of YEP-: L2W is to support young people in developing their work readiness skills, alongside the employability skills. The work readiness skills listed below support discussion and task-based learning about preparation for work. These include pragmatic and logistical skills, for example, transport – getting to and from a workplace needs forward planning, time management, finance, and an understanding of public transport. It cannot be assumed that young people already have these skills – instead they need direct attention and support to master them. Work Readiness Skills: work search skills, work readiness, work ethic, technological skills, support mechanisms, safety, health and well-being, transport, work experience, academic skills YETE is the regional co-ordinator for the L2W programme in Wairarapa, providing free training in collaboration with Comet Auckland, resourcing and administration support to sites willing to introduce the L2W programme into their senior secondary school curriculums, and Youth Guarantee/ Foundation tertiary programmes. To date, YETE has trained 41 License to Work Facilitators over five training blocks, including attendees from other regions. REAP WAIRARAPA – growing great communities

organisational bits Rebranding Wairarapa REAP has rebranded as REAP Wairarapa, in line with the rebranding of our national organisation as REAP Aotearoa. We will keep our internet names unchanged at present.

Website We have revamped our website to make our courses easier to find. It has given us an opportunity to use our new branding and to ensure that our site is more interactive. Time to have a fresh look at www.waireap.org.nz?

REAP Administration 2017 was a busy year in terms of our hire spaces, with the Masterton Trust Lands Trust Education Centre, The Spot and all three hire spaces at REAP House being utilised by all types of organisations. Our vacant office space was used on a casual basis in 2017 by people wanting an interview or meeting space. We now have permanent tenants for all of our office space. Our new tenants, Kings Chambers, will bring their own dynamics to REAP House and this will complement the current groups within our building. We purchased new chairs and flip tables for the Rangitumau Room, which has also been repainted. We have had a lot of positive feedback from our room users about the new look. We spent a lot of time planning in 2017 for our transition to Xero accounting software and this has since been implemented. Our administration team has remained stable with Anita Coote heading our reception team, ensuring everyone who comes into our building feels welcome. Anita also provides administrative support surrounding the courses we run.

ANNUAL REPORT 2017

our board REAP Wairarapa is governed by a Board of nine members, chosen for their background, experience and the skills they can contribute to REAP. They are accountable through the Board to REAP Aotearoa, the community and other stakeholders. They focus on strategic direction and policies and make sure REAP is managed and performs effectively. Janine Devenport, Chairperson Janine has an extensive teaching career. Currently Principal at Fernridge School, Janine has also worked in low decile, large urban schools, holding positions in Porirua, The Hutt, Wellington, and as Deputy Principal at Martinborough School and Principal at Tinui School. Janine is the current President of the Masterton Principals group and is the acting Kāhui Ako Lead for the Masterton Cluster Tim Bird has worked as a work broker for Work and Income for many years. Tim has good links to the world of the those young people who are not in employment, education or training and assists us with perspectives about that.

Ana-May Gudsell provides the Board with close links to early childhood and to business as the owner of Bell St Early Childhood centres in Featherston and Martinborough. She comes from a well know local family and played hockey for the NZ Māori Women’s Hockey team. Ana-May lives on a farm and helps us connect rurally.

Tim McMahon, Deputy Chairperson is a former teacher with a career spanning over 20 years with the Ministry of Education in several developmental and leadership roles in curriculum, teacher education, qualifications and school policy. Since retiring, Tim has served with theWairarapa Camera Club in a variety of leadership roles. Tim is also a current Board member of REAP Aotearoa. Gill Murray is an educational psychologist working with children with special needs. Gill is actively involved in the family farming business. She has lived on the family farm at Mt Bruce for most of her life. She is also a trustee for the Sydney Campbell Foundation which owns and oversees Riverside Farm at Mt Bruce, leased to Massey University.

Tom Hullena is the Special Projects Lead for the

Pattie O’Boyle has an extensive background in the agri, finance and education sectors. Raised on a Wairarapa sheep and beef farm, Pattie then graduated from Massey University, spent several years operating a Rotorua dairy farm with her husband, Tony, and 3 young children. These days the family owns / operates a Tinui hill country property. Pattie is passionate about all things rural, and thoroughly enjoys her role as a Communications Facilitator for the Agri Women’s Development Trust’s Understanding Your Farming Business programme.

Jean McCombie Jean’s first connection with REAP came in 1982 when it was first established and for a short time she served as REAP’s original chairperson. Jean has had many roles since, including long service as both the local and national Chairperson.

Tim White, Chair Audit and Risk, is a Director of Wairarapa Property Consultants. Wairarapa born and bred, Tim graduated in Agricultural Commerce and worked in the agricultural industry all over the North Island. He also runs the family farm at Matahiwi.

Masterton District Council. Tom is well know in education circles for his skill, passion and commitment to both our community and to young people.

REAP WAIRARAPA – growing great communities

our staff There are 18 members of staff at REAP Wairarapa, working on a variety of education and community projects and services. They have differing roles, some full-time some part-time, some specific to particular education sectors, but all sharing REAP’s common goals to provide access to lifelong learning opportunities and practical support that helps develop local people and communities. Peter McNeur Director Peter is responsible for REAP’s operation and community development. He first joined in 1992 and became Director in 2004. peter.mcneur@waireap.org.nz

Lou Griffiths Reception Support Lou supports the Reception role and cheerfully enters a wide range of data for us receptionsupport@waireap.org.nz

Tracey Shepherd Education Manager Tracey has overall responsibility for delivering education programmes and making sure they reflect REAP’s values. tracey.shepherd@waireap.org.nz

Shirley Jones Lifelong Learning Education Officer Shirley is responsible for early childhood services, developing adult learning programmes and community development in North Wairarapa. She is based at the Heartlands Centre, Pahiatua. shirley.jones@waireap.org.nz

Karen Stevens Office Manager Karen is responsible for the administration team, financial accounting and property management.   finance@waireap.org.nz Anita Coote Receptionist Anita is responsible for REAP House room hire, computer bookings and general reception duties.   reception@waireap.org.nz Tracy Graham Professional Support Officer Tracy is responsible for coordinating the Wairarapa Early Childhood Network and delivering SKIP programmes provided by REAP. tracy.graham@waireap.org.nz Anna Hume MIF Support Anna is responsible for ensuring our Maths Is Fun equipment always goes out to programmes ready for use.  Maria Hodges YETE Administrator Maria provides support for all of the YETE strategic groups, events and staff. admin@yete.nz

ANNUAL REPORT 2017

Makuini Kerehi Kaitakawaenga Makuini is responsible for developing and implementing programmes with Māori and Pacific people, and especially our ACE programmes. makuini.kerehi@waireap.org.nz Fale Lio Moana Playgroup Fale is responsible for assisting us to ensure the Moana Playgroup appropriately supports pacific culture. Martha Manaena Computers in Homes Coordinator Martha is responsible for coordinating the Computers in Homes initiative, liaising with students, tutors and schools. cih@waireap.org.nz Maria McKenzie YETE Strategic Support Maria is providing part time support to strengthen the role of the Strategic Groups. stratsupport@yete.nz

Jude McNeur Project Support | Maths Is Fun Jude is responsible for projects including Maths is Fun and coordinating adult and community learning and courses offered through the Q (now REAP Plus) brand. projectsupport@waireap.org.nz Jude Mitchell Early Childhood Leader Jude is responsible for Early Childhood programmes, working with rural playgroups and for providing support to other Early Childhood centres.   jude.mitchell@waireap.org.nz Trudy Sears Schools Liaison Trudy is responsible coordinating the School Programme and liaising with schools and colleges. She also manages our social media and helps with advertising. schools@waireap.org.nz Louise Wendsvoort YETE L2W Support Louise uses her wide experience in transition education to support the implementation of the Youth Employability programme. l2w@yete.nz Josie Whaanga YETE Project Lead Josie is taking the lead role in this important project and is responsible for building relationships and ensuring the key projects make good progress. projectlead@yete.nz

acknowledgements REAP Wairarapa would like to thank the following for their collaboration and support, which has made a significant contribution to the success of our work throughout the year. 20/20 Communications Trust

Masterton Trust Lands Trust

ACE Aotearoa

Ministry of Education

Ako Aotearoa

REAP Aotearoa NZ

Carterton Community Courthouse Trust

Te Ataarangi

Connecting Communities Wairarapa

Tertiary Education Commission

Department of Corrections

Wairarapa Camera Club

Eastern and Central Community Trust

Wairarapa Road Safety Council

Featherston Community Centre

Wairarapa Workforce Development Trust

Kokomai Creative Arts Trust

Work and Income

Makoura College

YETE (Youth Education Training & Employment) Partnership

Our thanks is also extended to the tutors, speakers, community groups and others who generously share their skills, knowledge and time to make REAP Wairarapa programmes and projects effective for all participants.

Acknowledgement of Funders REAP Aotearoa Through the Ministry of Education fund our Early Childhood and Schools programmes, and contribute to our infrastructure Through the Tertiary Education Commission fund our ACE in Communities programmes, and contribute to our infrastructure Through the Ministry of Social Development fund our SKIP programme Tertiary Education Commission Through Makoura College fund our ACE in Schools programme Eastern and Central Community Trust Fund the Maths is Fun programme

Funding for the YETE Partnership

Masterton Trust Lands Trust Fund the Wairarapa Early Childhood Network

The YETE Partnership acknowledges financial support from:

Ako Aotearoa Funded the ACE Learner research project ACE Aotearoa Funded Adult Learners’ Week / He Tāngata Mātauranga Community Organisation Grants Scheme Supported the Moana Playgroup Masterton District Creative Communities Scheme Supported a number of events

Eastern and Central Community Trust Carterton District Council Greytown Trust Lands Trust Lottery Community Masterton District Council Masterton Trust Lands Trust Nikau Foundation South Wairarapa District Council TG McCarthy Trust Trust House Foundation

Trust House Supported a number of events 20/20 Communications Trust Funded our Computers In Homes Work

REAP WAIRARAPA – growing great communities

ANNUAL REPORT 2017

financial information

Contents Audit Report ...............................................................................................32 Statement of Responsibility .......................................................................35 Statement of Financial Performance ..........................................................36 Statement of Financial Position ................................................................. 37 Statement of Cash Flows ...........................................................................38 Statement of Accounting Policies ..............................................................39 Notes to the REAP Wairarapa Accounts.................................................... 42

REAP WAIRARAPA â&#x20AC;&#x201C; growing great communities

audit report

ANNUAL REPORT 2017

audit report

REAP WAIRARAPA â&#x20AC;&#x201C; growing great communities

audit report

ANNUAL REPORT 2017

statement of responsibility for the year ended 31 december 2017 In terms of Section 322(2) of the Education Act 1989, we hereby certify that: 1

The Management of the Wairarapa Rural Education Activities Programme accepts responsibility for the preparation of the Annual Financial Statements and the judgements used in them;

The Management of the Wairarapa Rural Education Activities Programme accepts responsibility for establishing and maintaining a system for internal control designed to provide reasonable assurance as to the integrity and reliability of financial reporting; and

In the opinion of the Management of Wairarapa Rural Education Activities Programme the Annual Financial Statements for the financial period ending 31 December 2017 fairly reflect the financial activities of the Wairarapa Rural Education Activities Programme.

REAP WAIRARAPA â&#x20AC;&#x201C; growing great communities

statement of financial performance for the year ended 31 december 2017 Notes

2017 Actual

2017 Budget Unaudited

2016 Actual

632,548 74,298 318,123 66,726 2,487 436

629,130 42,453 252,701 58,728 14,020 10,000

623,194 40,798 363,078 76,231 15,486 2,987

1,094,619

1,007,032

1,121,775

107,835 29,419 43,527 1,827 94,216 788,508 68,234

79,619 32,790 45,940 1,827 117,275 703,723 79,414

79,303 33,113 42,451 1,827 150,678 726,316 49,623

1,133,566

1,060,588

1,083,311

(38,948)

(53,556)

38,464

REVENUE Government Funding Programme Fees & Service Provision Grants & Project Funding Rental Revenue Other Revenue Interest

1 1 1 1

Total Revenue EXPENSES Contracts Properties & Board Depreciation Amortization Projects Employee Related Costs Other Expense

2 2 4 6 2 2 2

Total Expenses Net Surplus / (Deficit)

ANNUAL REPORT 2017

statement of financial position for the year ended 31 december 2017 Notes ASSETS CURRENT ASSETS Bank Accounts & Cash Debtors and Accrued Income Prepayments Total Current Assets NON-CURRENT ASSETS Intangible Asset Property, Plant & Equipment Total Non-Current Assets TOTAL ASSETS CURRENT LIABILITIES Current Liabilities Creditors and Accrued Expenses Employee Costs Payable Income Received in Advance Total Current Liabilities TOTAL LIABILITIES

2017 Actual

2017 Budget Unaudited

2016 Actual

3 3

455,127 42,222 10,211 507,559

376,560 50,000 10,000 436,560

449,000 58,244 6,752 513,997

6 4

14,620 544,067 558,687 1,066,246

18,275 553,152 571,427 1,007,987

16,447 564,291 580,737 1,094,735

3 3 3

61,480 78,519 47,856 187,855 187,855

70,000 60,000 65,000 195,000 195,000

51,924 73,479 51,993 177,396 177,396

878,391

812,989

917,339

878,391

812,989

917,339

NET ASSETS

ACCUMULATED FUNDS

Janine Devenport

Peter McNeur

Chairperson

Director

Date 23 April 2018

REAP WAIRARAPA â&#x20AC;&#x201C; growing great communities

statement of cashflows for the year ended 31 december 2017 2017

2016

Actual

632,548 313,986 154,437 436 1,101,407

623,194 413,078 131,775 2,987 1,171,034

1,092,063 (2,884) 1,089,179

1,057,194 1,426 1,058,620

12,228

112,414

9 9

6,103 6,103

82,608 82,608

(6,103)

(82,599)

Net increase / (decrease) in cash held Opening Cash Balance

6,124 449,000

29,814 419,186

CLOSING CASH BALANCE

455,127

449,000

Represented by: Cash at Bank

455,127

449,000

CASH FLOWS FROM OPERATING ACTIVITIES Cash was received from: Funding from Central Government Grant & Project Funding Other Income Interest Received Cash was applied to: Suppliers and Employees Net GST Movement Net Cash Flows from Operating Activites

CASHFLOW FROM INVESTING AND FINANCING ACTIVITIES Cash was received from: Sale of Fixed Assets Cash was applied to: Purchase of Fixed Assets Net Cash Flows from Investing and Financing Activites

ANNUAL REPORT 2017

statement of accounting policies for the year ended 31 december 2017 ACCOUNTING POLICIES APPLIED Reporting Entity Wairarapa Rural Education Activities Programme Incorporated was incorporated under the Charitable Trusts Act 1957 on the 4th December 1974. Wairarapa Rural Activities Programme Incorporated is an approved charitable entity registered with the Charities Commission under the Charities Act 2005 since the 22nd March 2007. The REAP is listed in Schedule 1 of the Public Audit 2001 as a public entity. Basis of Preparation REAP Wairarapa has applied PBE SFR-A (PS) Public Benefit Entity Simple Format Reporting – Accrual (Public Sector) on the basis that it does not have public accountability and has total annual expenses of equal to or less than $2,000,000. All transactions in the Performance Report are reported using the accrual basis of accounting. The Performance Report is prepared under the assumption that the entity will continue to operate in the foreseeable future. SPECIFIC ACCOUNTING POLICIES Goods and Services Tax (GST) REAP Wairarapa is registered for GST. All amounts are recorded exclusive of GST except for Debtors and Creditors, which are stated inclusive of GST. Revenue Recognition REAP Wairarapa derives revenue through contracts, grants, interest and rental Government Funding Contract income from central government is recognised as revenue when it becomes receivable unless there are Conditions attached and there is a use or return requirement if they are not met. If there is such an obligation, the contract is initially recorded as revenue when the conditions of the contract are met. Grants Received Grants are recognised as revenue when they become receivable unless there is an obligation in substance to return the funds if the conditions of the grant are not met. If there is such an obligation, the grants are initially recorded as income received in advance and recognised as revenue when the conditions of the grant is satisfied. Interest Interest revenue is recorded as it is earned during the year. Other Income Income from contracts and rentals are recorded as revenue in the period they are earned. Expenditure Expenditure other than Employee Related Costs and Overhead Costs have been allocated based on cost centres – either Contracts, Projects or Board and Properties. Employee Related Costs Wages, Salaries and annual leave are recorded as an expense as staff provide services and become entitled to wages and salaries. Superannuation contributions are recorded as an expense as staff provide services. Bank Accounts and Cash Bank accounts and cash comprise of petty cash on hand, cheque account and savings account.

REAP WAIRARAPA – growing great communities

statement of accounting policies Debtors and Prepayments Debtors are initially recorded at the amount owed. When it is likely the amount owed (or some portion) will not be collected, a provision for impairment is recognised and the loss is recorded as a bad debt expense. Prepayments are expenses paid in the current financial year for goods or services to be received in future periods. Property, Plant and Equipment Property, plant and equipment is recorded at cost, less accumulated depreciation and impairment losses. Donated assets are recognised upon receipt of the asset if the asset has a useful life of 12 months or more, and the current value of the asset is readily obtainable and significant. Significant donated assets are recognised upon receipt at valuation. Significant donated assets for which current values are not readily obtainable are not recognised. For an asset to be sold, the asset is impaired if the market price for the equivalent asset falls below the carrying amount. Depreciation is calculated on a straight-line basis taking into account the estimated useful life and the residual value of the asset. Rates used are: Buildings 2 - 10% Leasehold Improvements 5% Computers and Peripherals 33% Electronics and Office Equipment 20% Furniture and Fixtures 20% Motor Vehicles 20% Intangible Assets Intangible Assets are recorded at cost, less accumulated amortisation. Donated intangible assets are recognised upon receipt of the asset if the asset has a useful life of 12 months or more, and the current value of the asset is readily obtainable and significant. Significant donated assets are recognised upon receipt at valuation. Significant donated assets for which current values are not readily obtainable are not recognised. For an asset to be sold, the asset is impaired if the market price for the equivalent asset falls below the carrying amount. Depreciation is calculated on a straight-line basis taking into account the estimated useful life of the asset. Rates used are: Database 10% Creditors and Accrued Expenses Creditors and accrued expenses are measured at the amount owed. Employee Costs Payable A liability for employee costs payable is recognised when an employee has earned an entitlement. These include salaries and wages accrued up to balance date and annual leave earned but not yet taken at balance date. A liability and expense for long service and retirement gratuities is recognised when the entitlement becomes available to the employee. Restricted and Discretionary Reserves Restricted and Discretionary reserves are those reserves subject to specific conditions accepted as binding by REAP Wairarapa and may not be revised by REAP Wairarapa without specific purposes or when certain conditions are met. Digital Literacy Reserve The digital literacy reserve is for the purpose of continuing to increase digital literacy within the Wairarapa. The reserve was established this year with the surplus generated from the Computers in Homes contract. Technology Development Reserve

ANNUAL REPORT 2017

statement of accounting policies The Internet New Zealand reserve is for the purpose of technology development. The reserve was established in the financial year ended 31st December 2015. Funding for the reserve was a result of a grant from Internet New Zealand. Careers Events Reserve The Wairarapa Workforce Development Trust (WWDT) has disbanded and gifted funds to REAP Wairarapa to run events such as the Future Me Conference, which is a careers showcase for secondary school students. Youth Education, Training and Employment (YETE) Reserve The YETE Reserve contains grant funding for YETE that remains unspent at balance date. The funding is to be spent in accordance of the terms of the grants as set out by the funders. Income Tax REAP Wairarapa is a Public Benefit Entity and is exempt from the payment of Income Tax in terms of the Income Tax Act 2007 Budget Figures The Budget figures are derived from the REAP Wairarapa budget that was approved at the REAP Wairarapa Board meeting on the 2nd December 2016 Tier 2 PBE Accounting Standards REAP Wairarapa has applied PBE IPSAS 31: Intangible Assets for the recognition, measurement and disclosure of the database. CHANGES TO ACCOUNTING POLICIES There have been no changes to the accounting policies.

REAP WAIRARAPA â&#x20AC;&#x201C; growing great communities

notes to the REAP Wairarapa performance report Note 1: ANALYSIS OF REVENUE

Funding from Government Ministry of Education Tertiary Education Commission SKIP Funding Total Programme Fees and Service Provision Programme Fees Service provision Total Grants and Project Funding Grant Funding Trust House - Kapa Haka Academy Tararua District Council - Oamaru Stone Carving South Wairarapa District Council - Publishing Featherston School Writing Masterton District Council - Kapa Haka Festival Masterton District Council - Kapa Haka Festival Lands Trust Masterton - Taonga Puoro Department of Internal Affairs - Funding for Pasifika ACE Aotearoa - Adult Learners Week Project Funding Maths Is Fun Eastern & Central Community Trust Computers in Homes 2020 Trust Participants Wairarapa Early Childhood Network Lands Trust Masterton Makoura College, ACE in Schools Tertiary Education Commission Programme Fees

Wairarapa Youth Education, Training and Employment (YETE) Lands Trust Masterton Masterton District Council Greytown Trust Lands Trust Carterton District Council South Wairarapa District Council Nikau Foundation Trust House Foundation McCarthy Trust Total Rental Revenue 340 Queen Street, Masterton 341 Queen Street, Masterton Other Rental Revenue Total

ANNUAL REPORT 2017

Actual 2017

Actual 2016

438,330 182,218 12,000 632,548

435,823 182,372 5,000 623,194

74,298 74,298

36,858 3,940 40,798

2,174 1,000 2,500 1,380 1,000 3,000 870 11,923

2,609 1,570 1,200 2,500 3,000 1,305 12,183

105,000 105,000

31,637 1,096 32,732

64,856 2,200 67,055

40,962 40,962

73,602 73,602

38,306 38,306

38,298 591 38,889

16,700 15,000 5,000 2,500 35,000 15,000 89,200

12,000 30,000 10,000 10,000 4,348 66,348

318,123

363,078

36,047 8,611 22,069 66,726

45,454 8,611 22,166 76,231

notes to the REAP Wairarapa performance report Note 2: ANALYSIS OF EXPENSES

Actual 2017

Actual 2016

107,835

79,303

18,179 355 10,885 29,419

12,988 7,094 13,031 33,113

Math is Fun

32,290

39,221

Wairarapa Early Childhood Network Computers In Homes Makoura College ACE Programmes Rangiwhakaoma Education Centre Wairarapa Youth Education Training Education (YETE) Totals

19,299 18,599 5,946 3,442 14,641 94,216

53,088 42,201 6,291 3,267 6,610 150,678

563,741 71,609 21,663 19,382 13,645 88,435

576,017 63,744 20,514 23,855 21,214 15,286

2,538

2,109

114 300 7,081 788,508

317 312 2,949 726,316

30,769 10,333 27,132 68,234

11,288 13,724 24,611 49,623

Contracts Programme Delivery Expenditure Properties & Board 340 Queen Street, Masterton 341 Queen Street, Masterton Other Board Expenditure Total Projects

Employee Related Costs Salaries and Wages Maths Is Fun Wages Wairarapa Early Childhood Network Wages Computers In Homes Wages Makoura College ACE Programmes Wages YETE Wages ACC Levies Wellness Contributions Health Insurance Staff Training Costs Total Other Expenses Administrative Expenditure Repairs & Maintenance Occupancy Costs Total

REAP WAIRARAPA â&#x20AC;&#x201C; growing great communities

notes to the REAP Wairarapa performance report Note 3: ANALYSIS OF ASSETS AND LIABLILITES Actual 2017 48,409 406,669 49 455,127

Actual 2016 53,986 394,854 54 105 449,000

Debtors and Accrued Income Accounts Receivable Accrued Income Total

39,722 2,500 42,222

58,244 58,244

Creditors and Accrued Expenses Accounts Payable Westpac Mastercard Accrued Expenditure GST Payable Total

26,951 2,196 7,832 24,500 61,480

19,889 1,139 9,360 21,535 51,924

Employee Costs Payable Accrued Salaries Annual Leave PAYE Owing Total

68 50,443 28,009 78,519

47,880 25,599 73,479

Income Received In Advance Youth Education Training & Employment (YETE) ACE Outcomes Implementation Project Lands Trust Masterton (Wairarapa Early Childhood Network Project) Tindall Foundation Maori Governance Programme Other Total

30,000 318 13,958 1,450 2,130 47,856

50,000 318 1,450 226 51,993

Bank Accounts and Cash Westpac Current Account Westpac On Call Account Petty Cash Cash on Hand Total

Note 4: PROPERTY, PLANT AND EQUIPMENT 31 December 2017 Opening Asset Class Book Value Land Buildings Computers & Peripherals Electronics & Office Equipment Furniture & Fixtures Motor Vehicles 31 December 2016 Asset Class

Land Buildings Computers & Peripherals Electronics & Office Equipment Furniture & Fixtures Motor Vehicles

ANNUAL REPORT 2017

Purchases

Sales

Annual Depreciation

Depreciation Recovered/ Loss on Sale

Closing Book Value

63,407 445,729 8,664 17,531 4,117 24,843 564,291

5,487 617 17,200 23,303

15,760 7,793 8,457 2,051 9,467 43,527

63,407 429,969 6,358 9,691 19,266 15,376 544,067

Opening Book Value

Purchases

Sales

Annual Depreciation

Depreciation Recovered/ Loss on Sale

Closing Book Value

63,407 402,437 8,415 23,080 6,399 20,405 524,143

57,148 7,577 2,884 1,094 13,905 82,608

9 9

13,856 7,329 8,433 3,376 9,467 42,461

9 9

63,407 445,729 8,664 17,531 4,117 24,843 564,291

notes to the REAP Wairarapa performance report Note 5: ACCUMULATED FUNDS 2017 Actual

2016 Actual

Accumulated Funds Opening Balance Surplus/(Deficit) Transfer (to)/from Reserves Closing Balance

825,009 (38,948) 19,125 805,186

836,135 38,464 (49,590) 825,009

Restricted and Discretionary Reserves Opening Balance Transfer to/(from) Accumulated Funds Closing Balance

92,330 (19,125) 73,205

42,740 49,590 92,330

Total Equity

878,391

917,339

2017 Actual 18,489 20,000 4,141 30,574 73,205

2016 Actual 23,738 20,000 4,141 44,451 92,330

Breakdown of Restricted and Discretionary Reserves Name Computer In Homes Surplus Internet New Zealand WWDT Careers Funding YETE Surplus Total Restricted and Discretionary Reserves

Note 6: INTANGIBLE ASSETS 31 December 2017

REAPit Database

31 December 2016

REAPit Database

31 December 2017 REAPit Database

Cost/Valuation

Accumulated

Net Book

Amortisation

Value

18,274 18,274 Cost/Valuation

3,654 3,654 Accumulated

Net Book

Amortisation

Value

18,274 18,274 Opening Balance 16,447 16,447

14,620 14,620

1,827 1,827 Additions -

16,447 16,447 Disposals

Amortization

Net Book Value

1,827 1,827

14,620 14,620

REAP WAIRARAPA â&#x20AC;&#x201C; growing great communities

notes to the REAP Wairarapa performance report Note 7: COMMITMENTS AND CONTINGENCIES Commitments There are no commitments as at 31 December 2017 (2016: nil) Contingent Asset The land REAP House sits on is owned by the Ministry of Education. At present procedures are underway to transfer the land to Wairarapa REAP, however this is contingent on Ministerial approval. The Board is unsure as to when approval will be obtained and so the land is not included as an asset in the Statement of Financial Position.

Note 8: OTHER Non-Cancellable Operating Lease Commitments Wairarapa REAP has an operating lease with Fuji Xerox Limited for 2 photocopiers. The lease is a four year lease and commenced 27th May 2016 with an annual commitment of $6,451. 2017 2016 16,127 22,578 Total Operating Commitment (GST Exclusive) Cancellable Operating Lease Commitments Wairarapa REAP has a lease with Lands Trust Masterton for 22 Dixon Street, Masterton. The annual commitment is $5,000 per annum until 30th June 2020. 2017 2016 Total Operating Commitment (GST Exclusive) 12,500 17,500

Note 9: RELATED PARTY TRANSACTION Peter McNeur, Director of Wairarapa REAP, is a Regional Funding Manager for the Tindall Foundation. Wairarapa REAP received a grant from the Tindall Foundation in 2010, currently recorded in income in advance as at 31 December 2017. Peter McNeur, Director of Wairarapa REAP, is a member of AKO Aotearoa Central HUB. In 2017 Wairarapa REAP received an honorarium for the member role from AKO Aotearoa. Peter McNeurâ&#x20AC;&#x2122;s wife Jude McNeur is currently employed as the Maths is Fun Coordinator and as a Project Coordinator. REAP Aotearoa is the umbrella body of all REAPs in New Zealand. Tracey Shepherd, Education Manager of Wairarapa REAP, was seconded to the role of the Director of REAP Aotearoa during 2017. Wairarapa REAP charges REAP Aotearoa for Traceyâ&#x20AC;&#x2122;s services. REAP Aotearoa manages the MOE, TEC, and SKIP contracts. Peter is the Director of Wairarapa REAP and is on the REAP Aotearoa Board. Tim McMahon is a Board Member of Wairarapa REAP and is on the REAP Aotearoa Board.

Note 10: EVENTS AFTER BALANCE DATE There were no events that have occurred after balance date that would have a material impact on the Performance Report

ANNUAL REPORT 2017

REAP WAIRARAPA â&#x20AC;&#x201C; growing great communities

about us REAP Wairarapa (Rural Education Activities Programme) provides access to lifelong and life-wide learning opportunities for people of all ages across our region. REAP Wairarapa delivers programmes across a number of sectors, including early childhood, schools, adult and community education, which enhance and support education within the community. We work closely with government, local trusts and community groups to nurture community and personal development. Our work is diverse and includes working to develop our people and communities by providing practical support to organisations and initiatives that meet identified needs. REAP Wairarapa has been actively growing great communities in the region since 1982 and is one of 13 REAPs operating around New Zealand. More information about REAP Aotearoa and the other 12 REAPs can be found at www.reapaotearoa.nz

Entity Information Charitable Trust Registered Charity

210660 CC10101

Legal Name Wairarapa Rural Education Activities Programme REAP Wairarapa is a Public Entity, as it is listed in Schedule 1 of the Public Audit Act 2001. REAP Wairarapa owns buildings at 340 Queen Street, Masterton, and the land and buildings at 341 Queen Street, Masterton

our region We work across the part of Tararua District, south of the Manawatu River, and all of Masterton, Carterton and the South Wairarapa Districts

Palmerston North

0800 WAIREAP (06) 377 1379 hello@waireap.org.nz PO Box 442, Masterton 5840 REAP House, 340 Queen St, Masterton 5840

Pahiatua

Pongaroa Akitio

Eketahuna 52

www.waireap.org.nz

Masterton District

Featherston 53

Lake Ferry

Castlepoint

Riversdale

Carterton District

Martinborough

Wellington

Tinui

Wainuioru

Greytown

Tararua District

Masterton

Carterton

www.facebook.com/wairarapareap

Office hours areâ&#x20AC;Ś Monday to Thursday, 8.30am to 5pm, Friday 8.30am to 4pm (closed public holidays).

Ballance

Te Wharau

South Wairarapa District Tuturumuri

Pahaoa

Ngawi

ANNUAL REPORT 2017