Spirit: We have confidence and pride in who we are and know that we are connected to something greater than ourselves
Excellence: We strive for our personal best for the greater good
Resilience: We are strong in character and adaptable when approaching new challenges
Valour: We exemplify authenticity, courage and perseverance in matching our beliefs with action
Integrity: We embody honesty and respect in our learning, communities and environments.
Collaboration: We harness our diversity and unique perspectives, recognise the power of teamwork and strive for shared goals
Empathy: We care for one another with kindness, compassion and humility.
DEFINITION OF SUITABLE PASTORAL CARE (SENIOR SCHOOL)
The primary goal of St Cuthbert’s College is to ensure that all students experience a positive, supportive and nurturing environment which allows them to develop their potential across all dimensions; their experiences should reflect the College values, centred on our Christian commitment expressed through living our motto “By Love Serve”.
The critical context is the provision of a safe physical and effective environment. The framework of such an environment is provided by the College Code of Conduct.
High quality relationships are central to a student’s positive experience; staff play a critical role in this, and teachers are expected to demonstrate a genuine concern for student interests and well-being. Teachers provide opportunities for students to develop responsibility and self-awareness from which the resilience to manage difficulties in their own lives will be enhanced.
Our goal is for every student to be seen and recognised as an individual. We are committed to developing a highly effective personalised educational experience. In pastoral care terms, this represents the scaffolding of students from Y1 through to Y13 through strong relationships with significant adults including highly trained home room/Tutor teachers, who help build effective relationships with families.
Building relationships of trust and openness and operating on a principal of timely response are critical. Parents/Guardians are always welcomed and encouraged to be fully involved in their child’s education through regular parent meetings, seminars, surveys and open-door policies. Opportunities are provided for the student voice to be heard through various channels including the many student leadership teams that work closely with staff.
All students will experience times of challenge and difficulty in their lives. Our approach is two-fold. Firstly, we work preventatively with a series of developmentally appropriate experiences that build capacity and understanding in students about managing responses, and how to access help. Secondly, we undertake to support them when and if specific issues or situations arise. In these times the College ensures there is access to effective professional pastoral care centred around competent and empathetic deans and other relevant staff. The focus is on the provision of robust, wrap-around services based on a team approach. This begins with homeroom or Tutor teachers and includes specialist services such as the nurses, the Pohutukawa Learning Centre, the Chaplain, the Guidance Counselling team and other relevant specialists. Students’ families are a critical part of this process.
We have a particular obligation to provide a nurturing Boarding environment which recognises the individual needs of those students who live on campus. We ensure that boarding staff are carefully chosen to recognise and support the needs of young women. We ensure they have a regular programme of Professional Learning to develop their understanding of adolescence.
Suitable pastoral care requires an understanding of the holistic development of students. A student’s growth academically is founded upon her growth as individual. This means that in all considerations of student progress both academic and pastoral needs are balanced to achieve best outcomes. Academic mentoring at all stages of a student’s journey is informed by her affective needs.
In addition, the developmentally appropriate and cumulative College Career education programmes enable students to identify personal strengths and develop self-awareness and competencies to effectively manage their life, learning and future aspirations.
Through the Tutor Group programme too, students are assisted in the journey of managing self and serving others; the programme is multi-layered and spiral in its development. Student mentoring is a key element and is expressed in many forms through our “Big Sister, Little Sister” concept.
The expression of cultural identity is recognised as being of pivotal significance in the positive growth of a student and considerable efforts are made to recognise the unique background all bring to their learning. There is regular staff Professional Learning to ensure staff understanding of the various cultures represented at the College. Within our Christian context, we work to be welcoming and inclusive of people of all faiths and none.
A critical component in the provision of suitable pastoral care in the 21 st century school is to ensure the on-going provision of access to cyber safety education and management of online welfare. Effective student and parent programmes are in place and will continue to be updated, prompted by technological advances.
PASTORAL NETWORK: SENIOR SCHOOL 2025
WELLBEING PROGRAMME
The Aims of the Wellbeing programme:
The College’s Strategic Principles
2. Developing Leadership and Oracy
3. Cultivating Strength through Challenge
4. Enriching Global Citizenship
5. Strengthening community and values
Developing Social and emotional competencies
Developing social and emotional competencies enables young people to acquire and apply the knowledge, skills, and attitudes to create healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships and make responsible and caring decisions.
Daily Tutor Group Connections
These TG sessions are timetabled for 15 minutes Monday, Tuesday, Thursday and Friday. This focused morning session creates vital touchpoints for our students.
Monday: Student Digital Portfolios - Journalling
Goal setting to include review of clubs and activities, engagement, leadership responsibilities, service activities and individual subject aim
Tuesday: Nurture Wellbeing App and personal wellbeing review
Thursday: Oracy Circles with SEL themes (listening well, agreeing well, disagreeing well)
Friday: Silent Reading -Drop Everything And Read (DEAR)
Weekly Tutor Group
These TG sessions are timetabled on Thursday Day 4 and Day 9 in P5. Lessons are based on the CASEL model and aim to develop students’ social and emotional competencies
THE CASEL MODEL
Our Wellbeing sessions are based on the CASEL model
The CASEL model -The Collaborative for Academic, Social, and Emotional Learning is an evidence-based social and emotional learning model which addresses five broad and interrelated areas of social and emotional competence and outlines the specific skills necessary to support each area.
Term One Programme:
Theme: UNIQUE SELF / SOCIAL SELF
Concepts
Self-Awareness and Relationship Skills
Recognising who we are, our strengths and weaknesses, culture , values, thoughts and feelings
Developing a growth mindset
Influences on our behaviour
Developing positive relationships, communicating effectively, working collaboratively, listening actively , Identifying strengths in others, taking on others' perspectives
Recognising School resources and support
Lesson Focus – CONNECTIONS
Connections to Self –who am I ?- family/whanau, my values, culture, my strengths, challenges , growth mindset
Connection to others – establishing and maintaining healthy relationships, communicate clearly, listen well, cooperate with others, acceptance and empathy , team building
Connection to Tutor Group , House and College SERVICE Values
PEER SUPPORT Year 9 and year 12
Term Two Programme:
Theme: STUDYING SELF
Concepts
Self Management - Managing emotions, thoughts and behaviour - Managing stress, anxiety, worry to achieve goals
Self Motivation
Self Confidence
Decision making - making constructive decisions and choices about behaviours to promote wellbeing
Lesson Focus – STRENGTH OF CHARACTER
Sleep management
Time management
Motivating self
Optimism
Balancing Study and Wellbeing
Perseverance
Study Skills
Digital Citizenship
Term Three Programme: Theme: FUTURE SELF
Concepts
Social awareness and responsible decision making
Identifying strengths and developing interests with a sense of purpose
Identifying diverse and unjust social norms
Demonstrating Leadership
Demonstrating teamwork and collaborative problem solving
Demonstrating empathy, compassion and resolving conflicts
Lesson Focus – LEADING WITH INTEGRITY
My Future Self – Careers
Responsible digital citizen
Restorative approaches
Socially Aware – Upstanding citizen / anti bullying
Girls on Board
Future leaders –Lean in Girls
Term Four Programme:
Theme: GLOBAL SELF
Concepts
Reflecting on ones role to promote personal and community wellbeing
Understand how altruistic actions and the dual benefits of helping others, promote growth and wellbeing
Reflect on the importance of leadership to address issues for change
Explore examples pf leaders working to lead change
Create, pitch and carry out their own project for change in the school and community
Lesson Focus – Global
What leadership looks like
What it takes to lead change
Leading change for sustainable communities
Positive role models
Projects for change / TG project
Examples of cross-curricular wellbeing
Health
Term 1
Year 7
Identity and Connection -Who am I and how do I connect – personal and online identity, contribution to class and wider SCC community
Year 8 Friendship Qualities -How to be a good friend /supporting others
Year 9
Social Influences -peer pressure, bullying, racism, alcohol, vaping/drugs
Year 10 Relationships Healthy v non healthy , Fantasy v Reality
Year 11 Relationships Rights and Responsibilities – consent, power and control
World Views
Term 1
Year 7
Year 8
Active Listening and Diversity
Study Skills Values, Early Influencers
Year 9 Thinking Globally
Wellbeing is School Wide
Student Wellbeing is addressed though many programmes and activities in the school e.g. curriculum programmes, co –curricular activities, clubs and committees, TG wellbeing sessions, special induction and integration programmes, service and counsellor focus groups and programmes.
Specific examples include;
Year 7-9 Orientation programmes
Year 7 and Year 9 Camp booklet.
Travellers’ Programme CBT informed program focusing on developing appropriate coping skills, strategies and ways of thinking to cope with Life’ s challenges
Making Connections Group – runs at lunchtime
Term2 Focus group - Stronger things – Managing Emotions and Anxiety
Year 13 Committees- Wellbeing, Girl Up, Cultural, Service, Junior School
Assemblies /Diversity days – e.g. Pink Shirt day , Random Acts of Kindness day
The Common Approach
The Common Approach is made up of six areas that support each other to help young people reach their potential and thrive.
Optimal wellbeing is achieved when young peoples needs are met in all six domains
Healthy
Valued, Loved and Safe
Material Basics
Learning
Participating
Positive Sense of Identity and Culture
The diagram below shows ways in which St Cuthbert’s is meeting students’ needs in each of the six domains.
P
ASTORAL NETWORK SENIOR SCHOOL 2025 ORGANISATION CHART
This document is confidential to St Cuthbert’s College only.
1.1 The Role of the DHoSS
The DHoSS reports into the DP/HoSS. All Senior School pastoral care matters are the responsibility of the DHoSS, whose task is to:
a) Monitor the Pastoral Network and liaise with all sections within it
b) Convene general Pastoral Network meetings
c) Oversee the work of the Head of Wellbeing and Head of Careers as appropriate.
d) Coordinate the Deans’ system and provide support, training and give advice to Deans on House activities and individual student issues
e) Administer the discipline system
f) Maintain an overview of individual student progress
g) Maintain an overview of pastoral care
h) Inform the DP/HoSS on student issues
1.2 The Role of the Head of Wellbeing and Counsellors
Through the Guidance Network provision will be made of a specialist personal counselling service to:
a) Provide expert advice to SLT on guidance issues and policy
b) Where possible play a proactive role in the care and well-being of students
c) Follow up referrals from Deans, Heads of Year 8, Tutor Group teachers, subject teachers, parents and students about difficulties faced by students
d) Accept self-referrals from students
e) Provide the appropriate referrals where students' personal needs require expertise from outside the College
f) Liaise and consult with teachers about the students they are dealing with wherever possible, without breaking the NZAC Code of Ethics regarding confidentiality
g) Publicize the ways in which guidance and counselling are available to assist students
h) Initiate staff training in pastoral care of students
i) Support College initiatives to improve pastoral care
j) Keep notes and accurate statistics on students seen
k) Attend professional supervision
l) The Head of Wellbeing is responsible for developing the well-being programme and liaising with Deans, Heads of Year 8, on delivery of the programme.
1.3 The Role of the Senior School Dean
The Senior School is divided vertically into eight Houses managed by the Deans. The Dean for each House shall:
a) Be responsible for following up concerns expressed by staff, parents or students about difficulties faced by students
b) Communicate with parents on matters of guidance and discipline
c) Be responsible for discipline and monitoring of uniform of students in their House, advising, guiding, and supporting those students not functioning adequately in the school environment.
d) Be responsible for assisting the Tutor teachers in their House to provide adequate pastoral care and to deliver the wellbeing programme during Tutor Group times
e) Be responsible for the class placement of students
f) Be a member of a pastoral team and will ensure that students are referred to the Guidance Counsellor to receive guidance
g) Provide support and counselling required for emotional and personal issues
h) Keep accurate records of incidents dealt with and the results
i) Liaise with the DHoSS on House issues and individual students.
j) Run a regular meeting with their Tutor Group teachers
k) Plan and run assemblies.
l) Facilitate House events and hold House Meetings throughout the term including prior to House events.
m) Monitor individual and House academic progress
n) Implement the wellbeing programme in conjunction with the Head of Wellbeing.
o) Mentor the Head of Year 8 for their House.
p) Have an oversight of attendance of students in their House liaising with Tutor Group teachers and follow up on unexplained absences referring to attendance.
1.4 The Role Year 8 Head of House and Senior Leader Year 7
As per role of the Senior Dean
1.5 The Role of the Tutor Group Teacher
The Tutor Group Teacher is responsible for:
a) Monitoring attendance of students in the Tutor Group. Speak to the Deans about any concerns around attendance.
b) General discipline and control of individuals within the class
c) Ensuring that members of the class are aware of and follow patterns of behaviour and dress laid down in the Code of Conduct and Prospectus
d) Disseminating information as appropriate to students on matters that affect the student on a daily basis
e) General pastoral care of class
f) Ensuring members of the class are informed of procedures
g) Monitoring the uniform of students in their Tutor Group.
The Tutor Group teacher in the Senior School is required to attend meetings run by the Dean, to ensure the smooth running of Tutor Group classes.
1.6 The Role of the Careers Adviser
The Careers Adviser’s responsibilities within the Guidance Network are to:
a) Provide individual careers counselling
b) Provide access to comprehensive, current careers information in print and/or electronic form
c) Coordinate work experience opportunities as requested
d) Organize Careers events including guest speakers, parents' evenings, liaison visits, trips to tertiary institutions and other needs-based activities
e) Coordinate participation in annual Careers events
f) Track study/work destinations of College graduates after leaving school
g) Maintain database of student career interests
h) Disseminate relevant careers/tertiary study information to teaching staff through HoDs
i) Distribute tertiary applications to school leavers
j) Assist with applications, CV production, interview skills, portfolio presentation and other requisite information for the school leaver
k) Act as a resource person for staff researching further tertiary study
1.7
Role of the Chaplain
The Chaplain:
a) Provides pastoral care and spiritual for all students and liaises with the pastoral care team as required
b) Is able to provide pastoral care and support for students, staff and families in situations of illness, grief, loss, and family disruption
c) May provide support to students, staff and families in relation to emotionally and personally challenging issues
d) May visit students or staff at home or in hospital during illness or bereavement as appropriate
1.8 The Role of the College Nurses
a) Provide caring, professional health care to day students and boarders while they are at the College
b) Co-ordinate doctor, dentist, x-ray, laboratory, physiotherapy and orthodontist appointments for the boarders and arrange transport to and from these venues
c) Arrange collection of prescription items from the chemist
d) Assess boarding student’s wellness for school and care for these students in the Student Health Centre as necessary
e) Manage the Student Health Centre and update First Aid Kits in the College in accordance with accepted infection control procedures and arrange for the delivery of supplies as needed
f) Give talks on topical subjects, when requested by staff, to students
g) Keep Student Health Centre attendance data and liaise with DHoSS as necessary
h) Complete administrative tasks, when requested
i) Facilitate the delivery of influenza vaccinations for College staff.
(See Counselling section for Referral processes)
PASTORAL STRUCTURE
Year 7 -Students are in Horizontal Homeroom classes. There are 7 Homeroom classes.
Year 8 – Students are in Horizontal Tutor Groups. The tutor teacher teaches the Tutor Group for at least one curriculum subject. There are 7 Tutor Groups.
Years 9-13 – Students are in Vertical House Tutor Groups. There are 7 Tutor Groups per House.
Please note: This structure will be changing from 2026
PASTORAL SUPPORT
Years 9-13 The House Deans have overall responsibility for the pastoral care of students in their House. Tutor teachers provide pastoral support for students in their Tutor Group.
Year 8 The Heads of Year 8/House have overall responsibility for the pastoral care of students in their House. Tutor teachers provide pastoral support for students in their Tutor Group.
Year 7 The Senior Leader Year 7 has overall responsible for the pastoral care of students in Year 7. Homeroom teachers provide pastoral support for students in their class.
WHAT IS THE YEAR 7 HOMEROOM MODEL?
The Year 7 Homeroom structure ensures students have the right level of support they need to thrive socially, emotionally, and academically for their age and development stage. The Year 7 girls have the same teacher for the core subjects of English and Social Studies, Tutor Time, World View and Te Reo Maori. This means that their teacher really gets to know them. In addition to their Homeroom teacher, the students are introduced to specialisation in key subjects such as Science, Technology, Art, Music, Drama, Dance and a rotation of Spanish, French, Latin and Mandarin.
The Year 7 Homeroom model swiftly builds a strong rapport among Year 7 girls and allows each girl to become accustomed to the Senior School. The orientation process begins in the previous year with a New Student Orientation Day where the Year 6 girls were joined again by incoming Year 7 students. The current Year 7 students also host the new Senior School girls on a visit to the Year 7 Homerooms, and they walk together through a typical Year 7 timetabled day, visiting faculties across the Campus.
Parents are also invited to an Orientation Evening to further explain the timetable and expectations for the Senior School, and to learn about the pastoral care structure, and Sports and Performing Arts opportunities.
The Year 7 Senior Leader is responsible for the pastoral care of the year group. Parents are reminded that their first point of contact, is their daughter’s Year 7 Homeroom teacher, but they can also talk to about their daughter’s progress and pastoral care with the Senior Leader Year 7 or Deputy Heads of the Senior School. Additional learning and pastoral support is provided by the Counselling Team and Pohutukawa Learning Centre (PLC).
HOUSE SYSTEM
The Senior School is divided into EIGHT Houses. Each student becomes a member of a House and works and develops as a member of a closer community structure. Students stay with the same House for their time at St Cuthbert’s, giving continuity and a sense of belonging.
Each House is led by two House Prefects who assist House Deans and Heads of Year 8/House with organisation of House events and activities in which the House is involved and watch over the Junior members in a mentoring role.
2025 Staffing
House Dean
Dunblane
Durham
Elgin
Dragana Yelavich
Michelle Finch
Debbie Waalkens
Iona Gail Morrison
Kelso Katie Vujcich
Lindisfarne Liz Cullinane
Melrose
Kyle Middleton
York Sarah Stevens
myCollege
Each House has a House page on MyCollege. https://mycollege.stcuthberts.scmool.nz/homepage/7
Head of Year 8 House House Meeting
Venue
Jessica Thwaites P1.02
Sylvia Sun Auditorium
Kate Brown P1.03
Taeho Lee Sports Centre
Susannah Marshall Clouston Hall
Chantelle Fisher VW Dining Hall
Desiree Albuquerque Melrose Lounge
Sena Choi Library
House Colours
Dunblane - yellow
Durham - pink
Elgin - green
Iona - purple
Kelso - blue
Lindisfarne - white
Melrose - red
York – orange
House Events
Houses compete for a number of House Cups. Houses are awarded points, according to their placing in each House event.
The Black Watch Cup is awarded at Senior School Prizegiving to the House with the most House points. There are two House Prefects per House that assist the Deans with facilitating House Events. The House Prefects also meet once a fortnight with the DHoSS in Committee time, and also at lunchtimes prior to House Events, if required.
Term 1 - Athletics, Swimming Sports, College Chapter Recital, House Flowers
Term 2 - Cross Country, House Performance
Term 3 - Wearable Art
House Challenges take place at Lunchtimes
e.g. Year level House netball
STUDENT BUDDY FOR NEW STUDENTS ENTERING SENIOR SCHOOL
All students new to Senior School are allocated a Buddy.
Role: To welcome new students and assist them with practical support during the first two weeks at St Cuthbert’s College.
Tasks
Meet and greet in Beattie Centre on first day @8.15am with Dean of House or Head of Year 8 House.
Explain 10-day timetable
If they have any issues with their laptop, visit ILT
If ID photo has not been taken, take them to ILT for an ID photo \
Locate locker
Show student location of Health Centre
Accompany student to timetabled classes if possible and/or ensure that she knows which buildings and rooms to access
Introduce student to class teachers
Check in with student at lunch time and make sure they know what to do after school
Check in with student every day for first week and at end of second week to assist with any difficulties
Help with any queries re co-curricular programme (Sports, Music, Drama etc)
Visit Black Watch House for any extra uniform/stationery requirements
PARENT CONTACT
1. Parents are to be contacted through the Dean, HoY 8 House or Senior Leader Year 7 in the first instance.
2. Incoming parent phone-calls are to be directed to the Dean, HoY 8 House or Senior Leader Year 7.
3. Subject staff consult first with your HoS for a subject-related matter, with Dean for pastoral matters. Some problems will involve both.
4. The DP/HoSS must be notified of any parental complaints.
RECORDS KEPT BY DP/HOSS, DHOSS, DEANS, HEADS OF YEAR 8 HOUSE AND SENIOR LEADER YEAR 7
1. Pastoral notes are recorded in Synergetic under Deans Confidential
2. Notes relate to pastoral and disciplinary issues e.g. meeting notes, correspondence, phone calls with students or parents.
3. Individual Daily Reports on and by students. These may be either paper copies or a Google Doc shared among parents, student, and subject teachers.
DEANS’ HONOURS
Deans’ Honours are awarded by the Deans at the end of the year to students in each House for Academic excellence and diligence. These students may have just missed out on receiving an academic prize at Senior Prizegiving.
BEATTIE CENTRE - TIME OUT
There are a number of students with high needs who have approval to have time out in the Beattie Centre during the school day. They are generally permitted to remain there for one period only. Parents are contacted if the student needs to be collected for any reason, Deans or Heads of Year House will notify teachers of these students of any arrangements in place. The Beattie Centre receptionist notifies the Dean or Head of Year 8 House any time the student arrives at the Beattie Centre.
MONITORING BEHAVIOUR
Daily report
Following HoF and Tutor teacher feedback, students may be placed on daily report by Deans or Heads or Year 8 House for several reasons e.g. poor attendance, misbehaving in class, and non-completion of homework.
STUDENT DAILY REPORT
FIVE WEEKLY MONITORING
To ensure any problems with student achievement are noted and acted on promptly, teachers are required to consider student progress at intervals of no longer than five weeks. The House Dean or Heads of House Year 8 sends a five weekly monitoring letter to students causing concern in periods between formal reporting.
Please refer to Student Monitoring - Five_Week_Monitoring
PASTORAL CARE - BOARDING
OVERVIEW
Students joining the St Cuthbert’s boarding community gain the support and friendship of a large network of people, who take an active interest in their welfare and do everything possible to ensure their academic, co-curricular and social interactions are as successful and rewarding as possible.
The Boarding Houses aim to be responsive to the individual needs of all their Boarders, enabling them to grow and develop in a safe and happy living environment and to become caring, responsible members of society.
Having boarding staff living onsite ensures that Boarders are very well supervised at all times, and a safe and secure environment is created. The boarding staff take their duty of care requirements seriously and work hard to ensure all boarders feel safe, connected and at home. All staff are trained to understand their limitations and work on a "pass it up" structure.
Effective communication is the foundation of boarder care. House Managers and the Head of Boarding meet on a weekly basis to discuss any concerns and intervention plans. Our Head of Boarding also meets weekly with the School Counselling team, where students of more serious concern are raised, and appropriate safety interventions are discussed.
Boarders at St Cuthbert’s can expect:
A safe and comfortable living environment where their physical and emotional wellbeing is nurtured.
An awareness and respect for the diverse nature of the boarding community, the individuals within the community and their needs.
Recognition that adolescence is a time of major physical, social and emotional change characterised by a growing need for autonomy and self-responsibility.
Clear guidelines for behaviour and clearly understood procedures for disciplinary action.
GUIDELINES FOR PASTORAL CARE OF BOARDERS
1. All House staff are part of the Boarding House pastoral care system at St Cuthbert’s College.
2. The Boarding House should create an inclusive environment where everybody feels respected and valued and diverse cultural backgrounds are celebrated.
3. Boarders at all levels have the support and guidance of a House Manager.
4. Boarders have access to the confidential services of the Head of Boarding, the Chaplain, the Guidance Counsellor and the College Nurses.
5. The College provides a Student Support Centre. The College Nurse is responsible for the health of all Boarders and each Boarder has access to a doctor, based at Cairnhill Medical Centre.
6. Boarders have a support structure available to them which includes several different staff members and student leaders that they reach out to for help.
7. In fulfilling its pastoral care role, the boarding community acknowledges the importance of the partnership between the Boarding House and the family.
8. Information about the pastoral care network and pastoral care programmes will be readily available to Boarders and their families.
9. Guidelines and procedure for behaviour and discipline are communicated to Boarders, parents and staff, and are in the Boarding Handbook.
Elgin House Manager
Liane Dickson Weekend Supervisors
Head of Boarding
Leisha
Boarding
Administration Team
Deepa Patel/Jo Meikleham
Sharda Pillay/Mina Park
BOARDING STRUCTURE AT ST CUTHBERT’S
BOARDING HOUSES - 2025
Dunblane Year 7-10 (and 4 Year 12 Leaders)
Elgin Year 11-12
Melrose Year 12-13
IDENTIFYING A BOARDER AND THEIR BOARDING HOUSE
Boarders can be identified by their Boarders’ badge.
On the class list F indicates full Boarder, W indicates weekly Boarder and D indicates day student.
In Synergetic Capital ‘B’ indicates the student is a Boarder.
A plane symbol indicates an International student.
On myCollege, ‘Student Type’ indicates if the student is a Boarder.
To identify which Boarding House a student is in, go to the ‘School’ tab in synergetic.
House Managers hours are Monday-Friday 7.00am-8.30am & 2.30pm-10.30pm
Weekend Supervisor hours are Friday 2.30pm-Sunday 10.30pm
Emergency Contact (after hours) - Head of Boarding - Leisha Slade, 021 394568
For logistical queries (including class trip arrangements):
Please contact the House manager of the Boarder in the first instance.
Concerns about homework:
Please contact the House Manager and copy in the HoB, Leisha Slade.
Pastoral concerns:
Please contact HoB, Leisha Slade.
BOARDER’S TRAVEL PERMISSIONS
Please do not assume you, a parent or a student can transport a Boarder. To check travel permissions please go to Synergetic and click on Boarder Info:
DO BOARDERS NEED TO BE SIGNED OUT AND BACK INTO THE BOARDING HOUSE BY A STAFF MEMBER TAKING THEM OFFSITE?
Generally, all Boarders leaving the College grounds outside of College hours are required to be signed out and back into the Boarding House by a staff member or approved host. If a staff member is responsible for a Boarder for an off-site activity, they will be sent an Orah email to endorse the Boarder’s leave. Please contact the House Managers to discuss sign out and sign in arrangements.
BOARDERS SUPPORT STRUCTURE
House Manager School Counsellor
Boarding Leader
* Boarders can reach out to several different people if/when they feel that they need extra support.
PROGRAMMES
The Boarding House acknowledges the particular needs of special groups within boarding by running a number of special programmes such as the Boarders International Induction Programme, New Student Induction Programme, Year 7 – 8 Activities Programme, Boarding Leaders Training Programme, Weekend Activities Programme and Buddy Programme.
Leadership programme – All Year 12 & 13 students are invited to apply for leadership roles within Boarding. All leaders complete a leadership course, and the whole boarding cohort attend leadership training at the beginning of the year.
Induction programmes – All new Boarders are invited to a boarding orientation prior to the start of the school year. An online induction is also provided, with a College Counsellor and College Nurse in attendance, specifically to discuss the transition to boarding and common issues that arise, for example homesickness and anxiety.
Weekend Activity programme – Activities are provided each weekend for the Boarders to attend. These include crafts, baking, physical activities/sports and outings. These activities are compulsory for any Year 7-10 Boarders staying in at the weekends. They are optional for Year 11-13 students.
Boarder
Dean
College Nurse
Head of Boarding
Year 13
Buddy
Chaplain
Buddy Programme – each new Boarder is assigned a Year 13 buddy. The buddy connects with the new student when they start, to show them around and help them adjust to boarding life. They may go on outings with the new Boarder, and they are there to answer any questions that arise and be a friendly face in boarding. They remain ‘buddies’ for the entire year.
Guest Speakers – Once or twice per term, the Head of Boarding invites guest speakers to speak to the Boarders. These speakers cover a wide range of topics including leadership, nutrition, good sleep habits, coping with exam stress and many other areas that relate to the boarders’ general wellbeing.
Events programme – Several events are held throughout the school year, including birthday dinners, cultural dinners (e.g. Chinese New Year, Matariki, Pacifica), talent quest and social evenings with other schools.
Prep Programme – All Boarders take part in a Prep programme as below:
Year 7-8
Monday to Thursday 4.30pm -5.30pm
Junior School classroom with Prep Tutor
Year 9-13
Monday 7.10pm-8.40pm
Tuesday to Thursday 6.45pm-8.30pm
Year 9-10 are with the Prep Tutors in Dining Hall
Year 11-13 are in their Boarding Houses with the House Manager (but they are welcome to go to the Dining Hall with the Prep Tutors)
PASTORAL CARE AND MEDICAL SUPPORT
The Head of Boarding, House Managers and boarding supervisors provide pastoral care for the students within the Boarding House according to the Pastoral Care Guidelines.
Health Centre
The Health Centre is situated at 9 Wapiti Ave. The Health Centre houses the offices of the College Nurses.
Registered College Nurses run the Health Centre. It is open from 8.00 am – 4.00 pm each school day. There are ten beds available for Boarders who are unwell to rest if necessary during the College day.
If a Boarder is unwell or injured, then the parents or caregivers are informed by the nurse or Boarding House Manager. If the medical staff consider that the Boarder is too unwell or injured to remain at the College, the Boarder’s parents or caregiver will be contacted by the nurse or boarding staff to collect the Boarder. Boarders who have contagious illnesses are required to remain at home until they are fully recovered to prevent the illness spreading to other Boarders. The nurse will also arrange a doctor’s appointment if necessary.
When Boarders are prescribed medication, a ‘Permission to Administer Prescription Medication’ form must be completed and signed by the parent, nurse and the Head of Boarding. Medications are held and dispensed by the House Manager according to Boarding House Medical Procedures.
Parents are advised to notify the House Manager and the Head of Boarding if their daughter has become injured or unwell whilst away from school, or has been put on medication. Boarding staff must respect Boarders’ privacy, and all medical information is kept confidential.
The College nurses email out a medical update each afternoon on Boarder illnesses, Monday to Friday. Boarding House Managers also visit the Health Centre when they arrive on duty.
There are several Boarding House staff that hold a current First Aid in the Workplace Certificate. All new staff are required to complete a First Aid course and update their certificate every two years.
College Counsellors
Boarders have access to all support networks in the College. The College Guidance Counsellors are experienced in dealing with all matters relating to adolescents.
The College counsellors are available to meet Boarders at any time during the week between 8.00am and 4.00pm. All meetings are confidential. However, in certain situations, Counsellors may contact the Head of Boarding or the Deans to discuss concerns regarding a Boarder.
One of the counsellors meets with each of the International Boarders during the year.
School Doctors
Dr Louise Aldridge’s surgery is at Cairnhill Health Centre (95 Mountain Rd, Epsom) for those students needing to be seen by a doctor.
If a student is unwell out of normal business hours and requires a doctor, then they are taken to Ascot Accident and Medical Centre situated at 90 Greenlane East Road, Remuera. This clinic has a radiology service for x-rays and a laboratory for medical tests. An after-hours pharmacy is also accommodated in the same building.
Physiotherapy
The College nurses make appointments for Boarders who require physiotherapy treatments. Boarders may be referred for treatment at PhysioFix, located a short distance from the College in Manukau Road. The College also has a physiotherapist on site twice per week for a clinic. Any related charges are charged back to the Boarder’s College account.
Medical Certificate
If a student has been unwell after weekend or holiday leave and not able to return to school, then the parent or Caregiver must notify the House Manager and absences. If possible, they are requested to give an indication as to how long the student is likely to be away from school. We may ask that a medical certificate be provided on their return to school. Many internal assessments now require this.
Other Appointments
The College nurse assists in organising dentist, orthodontist or specialist appointments in Auckland. Students must travel to these appointments in correct school uniform. Parents or caregivers are expected to escort their child to these appointments as required.
BOARDING AT RISK STUDENT PROTOCOL
Approved 18 February 2011 Ratified 2018
To be read in association with:
● Enrolment Policy, including guidelines on Caregivers
● Boarding Handbook
● Pastoral Care Manual
Background
In the past it has been the practice within the boarding community to recognise the logistical inability for boarding staff to provide adequate supervision and oversight of students deemed to be ‘at risk’.
In this context ‘at risk’ has referred to students who have been identified as:
● having significant mental health concerns such as suicidality, self-harm such as cutting, serious depression, an eating disorder as diagnosed by a Psychiatrist, or unresolved grief of such a nature as to make living away from family unrealistic.
The pressures associated with trying to keep such a student in boarding have implications for:
● Boarding staff, who are not generally trained mental health practitioners
● Other students who are not equipped to support the needs of fellow students when these needs are extraordinary
● Day staff, who may be required to be in loco parentis and thus have excessive demands on their time.
The needs of a student at risk are deemed to be best served by being in the care of a family member.
In such cases, the student will be removed from boarding. She may be on the day girl roll provided that she is in the care of a parent or a close mature family member. She may not be placed in the care of a Caregiver. In the case of International Students, the parent(s) must make arrangements to come to New Zealand at the earliest possible opportunity. If they are unable or unwilling to come to New Zealand, arrangements will be made to repatriate the student (possibly accompanied) at the parents’ expense.
Procedure
PASTORAL CARE AND PROCESSES AT KAHUNUI
KAHUNUI FOLLOWS A RESTORATIVE, STRENGTH-BASED PROCESS:
Expectations are always explained so students understand why
If there are behavioural issues student to speak to an instructor and discuss:
What happened and why (always listen to the students ‘Why’)
Why this is an issue at Kahunui
How is this effecting others
How can we change this behaviour moving forward (student and staff support)
Restore the relationship and rebuild trust – (students/staff)
Positive behaviour is encouraged through restorative practices. Any discipline must be fair and appropriate. It must not be demeaning nor physical or emotionally harming. Listen to what the student has to say before you act.
GUIDELINES FOR BEHAVIOURAL ISSUES
1. A restorative approach is expected by all staff.
2. High expectations and positive reinforcement is the first step of student management
3. Any incidents – student will fill out incident report, discuss with Director, restorative process put in place
4. The Code of Conduct forms the school rules of St Cuthbert's College.
Parents are to sign a copy on acceptance of a place in the school to indicate their cooperation.
Parents are to be informed of breaches of the Code and subsequent disciplinary procedures.
Breaking of the code in a material way is to be recorded in the student's pastoral notes.
Restitution may be sought for wilful damage to school property.
5. Students should be sent home only after all other possibilities have been exhausted.
KAHUNUI PROCESSES AND COMMUNICATION LINES FOR PASTORAL CARE
At the Epsom Campus before coming to Kahunui
PE/Health unit focusing on friendships and acceptance of different views, interpersonal skills they will need when living together.
Head of Wellbeing meets with the core class to introduce students to Kahunui programme– staff and systems, introducing the role of the wellbeing team when they are at Kahunui and how to access, friendships.
Deans complete pastoral notes on intake in Intake specific Medical, Dietary and Pastoral document – this is shared with Head of Wellbeing and Head of Boarding as well as Deans
Deans contact Director of Kahunui with any students of concern and strategies
Director contacts or meets with student and whanau to discuss strategies of support for student before arrival
College Nurse uses Consent to Go information and contacts home for medical needs. Medical needs written into intake Medical, Dietary and Pastoral notes. Teams meeting with Kahunui Staff to discuss and give PLD if needed
Director contacts PE teacher to discuss peer groups so that these can be split in houses
At Kahunui
Explicit focus on resilience, empathy and positive communication
Induction to students about systems at Kahunui –not calling home and using tools like letters, each other and staff for support, as well as the guidance team at St Cuthbert’s who can help with
interpersonal skills, strength-based strategies. This is done through Teams video call in clinic –normalising this support for all students.
Journal writing structured, so it is not seen as a dairy – it is, rather, a structured reflection booklet that focusses on personal strength- based reflection.
Someone from Counselling team to Kahunui in first week to build connection with students – this allows greater access to school services over teams once students have met counsellor. Also support if higher needs in intake.
Things considered when putting students into Kahunui
House Groups
Split friendship groups
A variety of medical/dietary requirements
Different cultural mix
Day girl and boarders
New students should be teamed carefully
Staff placed with house where strength of staff member is required – ie skills around pastoral care
House Tutor role at Kahunui
Build whanaungatanga with students and create a safe living environment.
Be the first port of call for a student.
Teach “I” statements and supporting communication and systems within the house.
Notify any concerns to Director of Kahunui (DK) if they find themselves in a pastoral situation. Response to be restorative and strength based and speaking to the students about what they have control over right now.
Staff i/c of each House should ask- can this be solved in a restorative manner? If not able to follow a restorative process, then staff can state. “Thank you for letting me know. I am also going to get you support with Director of Kahunui.”
Hauora Programme running through Kahunui supporting students to have agency over all aspects of their Hauora.
Returning to Epsom
PE teacher Kahunui debrief – Reminisce, Reflect, Look ahead – understanding how to use the skills learned at Kahunui
Pastoral concerns discussed with deans then dean able to follow up with support for student
Pastoral Actions
Event Actions
When a student is in a state of high level homesick in week 1 or possibly week 2
Student Self Harming
Either student comes in, other student refers, staff notice
Adoption of strength -based approach is recommended – “What can the student be in control of right now?”
Student not to be contacting whanau by phone - Director to contact home and discuss if high level
Meeting with Guidance team to talk through strategies.
Discussion with Dean re support strategies for student Email home - At the discretion of Director of Kahunui (DK)
Pastoral Notes for Deans—if homesickness is serious.
Conversation immediately with DK and student – Questions to be asked:
“Are you ok? What was the intent?”
“What are the triggers at Kahunui ?”
DK and staff to ascertain- How can we support her? What has she been using?
First aid on harm.
Student statement with peers around self-harm
Either student comes in, other student refers, staff notice
Student physically injured at Kahunui
Ask student for all self-harm tools to be handed in.
Communication with Principal and Head of Wellbeing (HoWB)
Communication with HoWB and next steps, if student is currently working with someone in the team.
Actions taken re triggers - student will be moved to staff observed space in Solo.
Whanau contacted by DK
Decision on safety of student at Kahunui.
Appointment booked
Discussion with Dean re strategies and support for student Support for other students. – Organize access to counsellor/ talk through with DK
Pastoral Notes for deans.
If student to be sent home then Principal/HoWB, to communicate with appropriate staff.
Conversation by DK with the student – check she is ok and the context and reality of this.
Discussion with line manager re incident Appointment that day with counsellor.
Communication with home.
Decision on safety of student at Kahunui discussion between Principal and DK after feedback from counsellor.
Student to clinic – First AID
Straight into medical help or an appointment made.
Principal contacted if an emergency.
Whanau contacted before and updated throughout and afterwards. Any medical information emailed to whanau by DK on receipt of this from medical centre.
Decision made re continuing at Kahunui and ability to do this
MONITORING STUDENT ACHIEVEMENT
DEAN’S OR HEAD OF HOUSE YEAR 8 RESPONSIBILITIES: MONITORING STUDENT PROGRESS
Deans or HoH Y8 are expected to work closely with the DHoSS - Academic in the monitoring of student progress. Further details on this process are held with the DHoSS - Academic.
Monitoring Individual Progress
Expected Outcomes
Unsatisfactory progress identified through tracking data, teacher comments or 5-week monitoring
Students and parents informed and strategies for improvement put in place
Barriers to learning identified and intervention made.
Relevant staff informed
Interventary Year-Level Data
Expected Outcomes
Initiate one to one conversation with ‘at risk’ students at all year groups early in Term 1.
An overview of the ability of students
Keeping a weekly document on dates of one-to-one meetings and outcomes, goals set.
Monitoring of the performance of the students over time
Identification of pupils of the year level through information provided by data manager and this information fed into selection for PLC programmes.
Identification of marked rises and falls in individual achievement and the targeting of these. If dropping, for parent follow up by Deans or HoH Y8 by telephoning parents and by interviewing to determine reason for drop in progress as soon as possible.
Better academic and course advice for individual pupils and their parents e.g. which courses to consider.
Tracking data provided every term.
The ability to analyse NCEA results and thus to provide well-informed course advice if needed in January for returning Yr12 and Yr13 NCEA students, for students not making pre-requisites.
The ability to provide well-informed course advice for Yr9 students who wish to choose a qualification pathway of either IB or NCEA
Methods
PATs: Reading Comprehension, Reading Vocabulary and Listening Comprehension administered by English Department, and Mathematics by Maths Dept [Relevant to Yrs 9 & 10 only]
Reports: Information analysis by Deans
Analysis: By Deans, HoH Y8 and DHoSS
Five Week
Monitoring: At risk students referred to Deans or HoH Y8 and letters sent home, at the discretion of the Dean
Year 7-9 CAM, (centre for Assessment and Monitoring, University of Canterbury), HoFs to use CAM Data, Years 7 to 11. Test for measuring added value to each cohort in subsequent years PAT, Ravens, Reading Comprehension, Reading Vocabulary, Listening Comprehension, Mathematics
Year 10
Year 8-13 February. Base line data on overall GPA from prior year and subject GPA’s. This can be sorted by ethnicities and House. English class/Tutor group, Math class for teachers to use.
Teachers’ meeting to discuss student progress for specific students
New students’ analysis of settling in
Monitoring of Maori and Pacific Island students – identify students causing concern, contact parents. Deans or HoH Y8 to prioritise ‘at risk’ student conversations in Term 1.
PAT, Reading Comprehension, Reading Vocabulary, Listening Comprehension, Mathematics
Teachers’ meeting to discuss student progress
Parent contact for top students and those causing concern
Monitoring of Maori and Pacific Island students – identify students causing concern, contact parents.
Parent conversation for students not gaining Literacy or Numeracy co-requisites.
Tracking Data at end of Term 1 is acted on by Deans, HoF’s.
Tracking Data at end of Term 2 and mid Term 3 fine tuning priority conversations to those ‘at risk’.
Year 11
Teachers’ meeting to discuss student progress as needed.
Parent contact for those causing concern
Identify those at risk of not achieving 60 credits in NCEA.
Identify individual students at risk of not achieving in a particular subject.
Deans to have one to one meetings or contact home.
Monitoring of Maori and Pacific Island students using tracking data from the start of the year, T1, T2 mid T3. – identify students causing concern, contact parents.
Tracking Data at end of Term 1 is acted on by Deans, HoF’s.
Tracking Data at end of Term 2 and mid Term 3 fine tuning priority conversations to those ‘at risk’.
Year 12 Teachers’ meeting to discuss effort and achievement of specific students
Year 11 Diploma analysis
Parent contact for top students and those causing concern
Identify those at risk of not achieving 60 credits in NCEA, and letter sent home
Identify those at risk in IB by the end of T1, letter sent home.
Identify individual students at risk of not achieving in a particular subject, and letter sent home
Monitoring of Maori and Pacific Island students – identify students causing concern, contact parents, using tracking data at the start of the year Y1, T2 and T3
Tracking Data at end of Term 1 is acted on by Deans, HoF’s.
Tracking Data at end of Term 2 and mid Term 3 fine tuning priority conversations to those ‘at risk’.
Year 13
HoF’s and Deans to use tracking data to prioritise one to one conversations with ‘at risk’ students as early as possible in Term 1.
Parent contact for those causing concern
Careers advise recommended as early as possible for at risk students.
Tracking Data at end of Term 1 is acted on by Deans, HoF’s.
Tracking Data at end of Term 2 and mid Term 3 fine tuning priority conversations to those ‘at risk’.
FIVE WEEKLY MONITORING
To ensure any problems with student achievement are noted and acted on promptly, teachers are required to consider student progress at intervals of no longer than five weeks. The House Dean or Heads of House Year 8 sends a five weekly monitoring letter to students causing concern in periods between formal reporting.
Fill it out in Google Forms
STRATEGIES FOR IMPROVEMENT
Make sure you understand the assignment/task
Have the books you need at school
Check your work before you hand it in
Do the reading required
Read more widely
Do homework
Change study practices at home
Cut down TV/phone/internet, social media
Attend mandatory homework catch up
Attend Tutorials
Establish a set time when you do homework
Know what you don’t know and ask for help
Attend class
Be involved in class
Take adequate notes with no gaps
Catch up gaps in notes or understanding
Do practice questions
Resubmit corrected answers
Listen in class
Be on task
Be more persistent and is it your best work?
Hand in work on time
Get study skills training
Organise your work or your folders logically
Plan – use the action plan sheet
Have a time frame for exam study and long assignments
Revise:
Go over what you did in class that day
Read the trigger questions or captions
Do it differently (e.g. graphic maps)
Tell somebody the main points
Reflect = Mrs Potter’s questions
Flash card
Write some material out
Summarise notes – what are the main points
Learn the facts and be able to report them
Prioritise important points
Set an improvement goal and achieve it
Be positive
Don’t procrastinate
RAISING STUDENT ACHIEVEMENT /
REDUCING BARRIERS TO LEARNING
Consistently communicate what the College stands for
Articulate high expectations of student performance, that all students can achieve their goals
CONSISTENCE IN THE BASICS AS IDENTIFIED IN FIVE WEEKLY MONITORING
Five Weekly Monitoring
High parent contact
Intervention and identifying individual barriers to learning and devising strategies and goals
At risk lists monitored at set times as sent out
Tutorials [voluntary, mandatory], eg. Mathematics at lunchtimes
Subject staff analysis of areas of weakness in groups and individuals and address these
Careful monitoring of students who identify as Maori or Pacific Island
Subject staff analysis of areas in exam results which get poor marks and work to teach these more thoroughly
Learning support mentor programme [teachers or students as mentors]
“Language Studies” – classes for weaker students identified by Learning Support Team HoF departmental processes
Appraisal goal setting, observation cycle and review, analysis and goals set
Explanation of examination results
Self – review cycle covering all aspects of department
School wide Thinking Skills Programmes – cyclic, generic and department – specific e.g. Metacognition, Hyerle Thinking Maps, Costa’s Habits of Mind, Cort, etc
Linking Values Programme to learning attitudes
High level of support given to teaching staff by Deans
Wide range of ways to reward different kinds of success, e.g., SCCOscars
Motivational courses [Guidance Counsellor]
ACADEMIC MONITORING PROCESS
Team Members: HoSS, DP/HoSS, NCEA co-ordinator, IB co-ordinator Process
1. Start of the Year
External results are checked against prerequisites and students emailed to attend a meeting with Deans and HoF for subject confirmation prior to College starting.
At the start of the year, data is downloaded to synergetic of the students new to the College, students new to the College, students NCEA background and identify students at risk.
2. Low achievers at all levels are identified 1. At the start of each year the Data Analyst Supplies the DP/HoSS with the Baseline Data for all students identifying ethnicities and ‘at risk’.
3. Exam Entry Process
Information received by any member of staff
Either written or verbal
SLT
NCEA or IB Co-ordinator
Careers Counsellor
Discuss with DP/HoSS
Notify PN
Dean Confirms with Parents
PN assess implications for achievement with HoF’s, Deans, DHoSS Academic
Contacts Parents NB – must be written confirmation
Decision to enter student / withdraw student / archive results following Qualifications Rules
PN notifies Teacher Support Manager
4. Literacy and Numeracy
1. At risk - During the year
2. At risk with literacy and numeracy – During the Year
1. DHoSS Academic calls meeting in February to establish initial list of students at risk with HoF English, HoF Mathematics to establish strategy for each student.
1. HoF and Deans to use baseline data given by DHoSS Academia to prioritise interventions for ‘at risk’ students.
2. Deans to have one to one conversations with all ‘at risk’ students as early as possibly in T1 and support put in place.
3. Deans & HoF’s to use end of T1 tracking data for interventions and end of T2 and mid Term 3.
4. Concern students are escalated and parents brough in as early as possible.
5. End of year the Deput Principal/HoSS meets with HoF Eng to identify students still at risk – enrols them in Literacy class
1. At risk students reviewed/identified through T2 examinations
2. HoF Maths and HoF English informs Dean.
3. Review students identified as at risk and put in place appropriate support; parents emailed on next assessment dates.
4. HoF’s and DHoSS Academic tracks any students likely not to achieve numeracy/literacy and interventions put in place.
3. At risk of getting UE – 14,14,14 credits
4. Option Selection, “Students at Risk”
5. Non-Achievement for other reasons
1. Tracked through the Academic tracking
2. DHoSS informed each term of students at risk and determine appropriate support required.
3. HoSS notifies of any students likely not to succeed and next steps.
1. Deans counsel students re options choice. Ring parents if necessary.
2. Deans ensure student has paper copy of option sheet.
3. Deans ensures all these students attend one to one meetings.
4. After option choices – Deans check options to comply and follow up if needed.
1. Deans inform NCEA co-ordinator each term of any students at risk of nonachievement
6. Meeting overseas university requirements for credits in L3 English
2. Director of Qualifications informs DP/HoSS
3. Decisions about support/action made on a case-by-case basis
1. HoF English to budget annually for staffing support to offer another Level 3 standard to those students wanting to apply for limited entry courses at overseas universities requirements.
2. HoF English to liaise with the Careers Counsellor to ascertain the number of, and names of, students
3. HoF English to inform NCEA co-ordinator of any student at risk of not achieving this.
4. Director of Qualifications to inform DP/HoSS and D.P of any students likely not to succeed.
7. Level 1 non-achievers results analysis
8. General
1. At the start of each year the DP/HoSS/HoSS and Qualifications Manager will analyse the results of students who did not achieve the certificate to determine subjects/areas where students did not achieve credits.
2. Course choice review discussion for these students at a HoSS meting
3. Recommendations for changes to student courses or assessment programmes to be made to the HoSS and D.P.
1. With the agreement of all of the appropriate people identified above the Director of Qualifications will not enter those students who have no chance of success.
2. Director of Qualifications contacts parents and writes letter to parents of these students
DISCIPLINE
GENERAL DISCIPLINE AND CONDUCT
Refer to the St Cuthbert’s College Discipline Policy
1.1. Serious student discipline matters are the responsibility of the Principal and SLT. Lesser discipline matters are dealt with by the Deans, in consultation with the Head of Junior School or Head of Senior School. Documents relating to Disciplinary matters are held in the Principal’s office.
1.2. The St Cuthbert’s College Code of Conduct within the Discipline Policy exists to ensure a co-operative and safe environment for all students. The encouragement of positive behaviour is an integral part of student guidance support.
1.3. The College discipline policy is received every three years by SLT.
1.4. Discipline procedures and support procedures are outlined to staff at the briefings of SODs. The Code of Conduct is communicated to students in the student handbook.
1.5. The Code of Conduct is agreed to by parents on enrolment of their child in the College.
DISCIPLINE AND TEACHER SUPPORT
Principles
If misbehaviour is not corrected or modified, the importance of the problem may escalate and compromise classroom atmosphere and learning.
Initial resolution of academic/classroom discipline issues is to be at teacher/subject level, with guidance by the HoF if necessary.
HoF advice / action is to be sought and documented if problems persist. Dean is to be informed.
Dean’s action is to be sought if initial strategies have not been successful.
The system is to remain flexible to allow:
Each department to develop its own procedures and strategies.
Serious cases to be immediately referred to the Dean and DHoSS or DP/HoSS. These are the range of appropriate actions that can be taken for most discipline cases, except the most serious:
o Lunchtime detention
o After school detention
o Restorative Process
o Community work
GUIDELINES FOR DEANS IN DISCIPLINARY PROCEDURES
A serious disciplinary situation that may lead to action by the Principal or Board becomes evident.
The Deans interview all girls involved in an incident and each girl writes a statement.
The DP/HoSS requests a Dean’s Report be prepared while investigations are taking place.
The DP/HoSS will write a report if the issue is to be escalated to the Principal. This report must outline the incident and make recommendations to the Principal.
Confidentiality: the reason for this must remain confidential to the Dean unless told otherwise by the DP/HoSS.
Communicating to staff: If a student is suspended, the Principal’s PA informs the Dean and office [for absence entry]. The Dean informs the Tutor teacher and the student’s subject teachers that xxxxxxx is not at school until further notice. The full staff will be informed at the Principal’s discretion.
DETENTION FLOW CHART
R
ESTORATIVE JUSTICE
St Cuthbert’s College uses a Restorative Justice framework to underpin relationship building and effectively and positively manage student behaviour at the college.
What is Restorative Justice?
There are a number of key elements that underpin Restorative Justice conferencing:
1. Reparation and reconciliation: the aim of the conference process is to acknowledge what has happened and the effects on all concerned so that there can be a moving forward. The process is victim-centred.
2. Justice as a community responsibility: The process recognises that many people are affected by the wrong-doer’s action on committing the offence and that the community has a part to play in the process.
3. Voluntary participation: a conference will only be effective if all the participants agree willingly to participate and have a positive attitude towards the process. For this reason, it is essential for all participants to clearly understand the process and its aims.
4. Accountability: the philosophy of restorative justice is to hold wrong-doers accountable for their offence. A benchmark for accountability is ‘the acceptance of responsibility without attempting to blame others or circumstances beyond their control’.
5. Process focused: restorative justice process, unlike the court process, is process driven, bringing together those affected by crime to have a discussion and explore the meaning that is attached to the various actions.
6. Cultural appropriateness: it is essential that any process be culturally appropriate to the people involved. It must be responsive to cultural differences and embody cultural processes in accordance with particular cultural philosophies and values.
Restorative Justice at St Cuthbert’s College
Restorative Justice is established in the College as a part of the pastoral care process. It is used to restore the participants’ relationships and make sure that everyone can participate as part of the school community.
How does the process work in school-based Restorative Justice conferences?
There is a set process that begins with a separate pre-conferencing of both wrong-doer and victim, together with their supporters.
The actual conference is intended to be a relatively informal meeting between the victim and the wrong doer. They are there to talk honestly about what happened, to describe the consequences and to consider ways forward. A trained facilitator is there to help them move gently through the issues and to ensure that everyone is safe, respected and supported and that each participant can have her say without interruption.
The conference is not intended to be a mediation since in Restorative Justice, it is accepted at the beginning of the process that the wrong doer has harmed the victim.
A principal objective of the process is to enable victims to participate. Victims have the opportunity to say how they have been affected by the offence, can ask questions and have them answered. They can have their say on how the harm might be repaired and can begin to resolve some of the effects of the offence.
The wrong doer hears about the effects of her actions, is given the chance to say what led to the offending, to take responsibility for her actions and to see the consequences of these actions both on
herself and on others. She has the opportunity to apologise and to offer to make amends so that she can put the incident behind her and move onto a future without future offending.
Framework for Restorative Justice
BULLYING & HARASSMENT AT ST CUTHBERT’S COLLEGE
Definition of Bullying
Bullying is physical, verbal, digital, or social behaviour that deliberately harms another person or persons in an ongoing manner. It involves a misuse of power in a relationship, such as using physical strength, knowledge, or influence to control or harm others. Bullying encompasses behaviour that causes harm and is not a normal part of development; it is different from conflicts or disagreements between individuals.
Definition of Harassment
A behaviour that annoys or upsets someone. The behaviour is most commonly not repeated in its nature.
St Cuthbert’s Approach
We will ensure:
All students and parents are supported when bullying is reported.
Reported incidents are followed up and responded to appropriately according to St Cuthbert's guidelines.
All members of the school community understand the Bullying Policy and the steps involved in resolving reported incidents.
Academic staff know how to respond to bullying claims.
The response is prompt, consistent, and equitable.
Appropriate student behaviour consequences and restorative justice measures are implemented when bullying occurs.
All incidents are recorded and stored in the appropriate student files.
Levels of Reporting
At St Cuthbert’s, we address bullying from two perspectives: pastoral care and discipline.
Criteria to be considered:
The level of seriousness of the incident.
Frequency or persistence of the behaviour.
Physical harm or threat of serious harm to the victim(s).
Remorse, restitution, or lack thereof, and potential for reoffending.
Level of Seriousness:
Level 1: Minor complaint of a single incident. Teacher/Dean will ascertain the victim's wishes and develop a strategy for resolving the issue. Incident is recorded in the Dean’s confidential notes.
Level 2: Complaint of persistent, low-level but intentional bullying or harassment. Dean will work tactfully in accordance with the victim's wishes to resolve the matter. Parents of all students involved will be contacted. Restorative meetings or mediation may be best practice at this stage. Relevant Head of School (HoS) will be informed of the incident. Consequence decided by Dean in consultation with HoS. Incident recorded on Dean’s confidential.
Level 3: Complaint of more serious harassment or bullying, characterised by persistence, intent, and ongoing distress to the victim(s). The victim will work with the Dean, counsellors, Deputy Head of School (DHoS), or HoS as needed until the issue is resolved. This may include both consequences and restorative measures. All parents will be informed, and the Principal may become involved.
Level 4: Serious assault or online incident. Immediate referral to HoS or Principal for a disciplinary response. All parents will be involved in the response.
Action to be taken in response to bullying behaviour
FIRST INCIDENT Restorative or Disciplinary Pathways
Behaviour clearly identified with initiator to ensure understanding of the incident
Dean(s) to counsel student(s) on appropriate and acceptable behaviours and a commitment to change is expected. Student given an LTD. Situation monitored by Dean, Tutor teacher, Subject teachers
Dean will make the decision as to whether contact parents Incident recorded on Deans confidential. Student informed of process should behaviour not change and a second incident occurs
SECOND INCIDENT
Procedures for First Incident carried out. Lead Staff member will be DHoSS or HoSS
Meeting with Parents, Dean and where appropriate, cousellor (1) In school behaviour contract and ASD(s) or (2) Stand down by HoSS
Follow up and inform relevant parties of outcome. Incident recorded in Deans Confidential. Expectation of behaviour clearly stated. Student informed of process around a third incident occuring.
THIRD INCIDENT
Behaviour clearly idenified with initiator to ensure absolute understanding of the issue. Student given opportunity to respond.
Meeting with Parents, HoS and Principal. Trust Board Chair Informed. Any legal implications stated.
Student Stood Down or Excluded Permanently from the School. Should the initial infringement be severe, it may be appropriate to bypass the processes associated with First and Second Incidents. Incident recorded on Deans confidential.
Known or suspected bya staff member.
Actiontobetakeninresponsetobullyingbehaviour
Experienced bya student(s)
Witnessed by peers.
Immediatelyinformstaff member
SeniorSchool
InformDean
Dean investigates allegations with those involved in a timely manner. All feedback recorded in writing.
Identifyappropriate lead staff member in the response plan as dependent on the Level of Seriousness. Notifyrelevant members of the pastoral team.
RestorativeProcess
Offer restorative process to both parties.
Carryout restorative meeting(s) with a Counsellor. This mayinclude students, staff and parents.
Appropriate members of the pastoral and SLTteams areinformed of the outcome –this would include the parents.
Known or suspected by parent(s)
DisciplinaryProcess
Meet with specific students and any others involved.
Staff involved dependent on severityand past incidents.
Parents involved
Develop a positive behaviour action plan
Record of process recorded on Deans Confidential
ATTENDANCE
SENIOR SCHOOL STUDENTS
General Responsibilities
It is the legal responsibility of all staff to complete attendance procedures every day and for every period. The importance of having accurate attendance records cannot be over emphasized.
Staff taking students out of any timetabled period must complete an incursion/excursion in Consent to Go which must also include those students involved.
All staff should strive to take the roll within the first 15 minutes of a lesson.
Any student who is late to class must have signed in at the Beattie Centre and have a late pass with them.
Student Responsibilities
Illness/Accidents: Any student who falls ill during the day must report to the Health Centre and record their attendance at the sign-in station. Students may only be sent home under the authorization of a College Nurse.
Counsellor Appointments: Students must sign in at the Beattie Centre Reception if they have an appointment.
Itinerant Lessons: Students must sign in to their lesson at the sign in station in PAC.
ABSENCES DURING THE DAY
Parents/Guardians must contact the school via the myCollege app, website, email or phone call with their daughter’s intended absence.
Students will not be able to sign out of the Beattie Centre for the intended appointment unless the reception staff/attendance officer has notification from their parents with regards to the appointment.
Students must sign out and sign in when leaving or arriving at school during normal school hours.
Year 13s may sign out if they have a free period. Year 13s may sign in late if they have a free period 1.
Staff can monitor students who are attending itinerant lessons in the PAC via the tile on my College.
ABSENCES FOR ASSESSMENT
Please follow procedures outlined for each assessment pathway, IB or NCEA via the Qualifications page on the myCollege Senior School website.
UNKNOWN ABSENCES
Unknown absences will be monitored and tracked by Tutor Teachers, Head of Year 8 House and Deans. Failure to explain such absences will result in a lunchtime detention. Repeated absences will result in an after-school detention.
LOST PROPERTY PROCESS
SENIOR SCHOOL LOST PROPERTY CLAIMS
Black Watch House members collect lost property from 4 locations once a week – PAC, Senior School gym, Aquatic Centre and Beattie Centre.
College Staff bring any other found items to Black Watch House or leave them in the plastic boxes placed outside the door to the Pound (located on Ground Floor near the back entrance to uniform shop).
Students are notified for named items returned to the Pound.
All items returned to students will incur a $2 charge to the school account for this service. Funds collected will be donated to charities by The Service Committee.
Unnamed items will be held at the Pound for 6 months.
Any valuables such as laptops, smartphones, headphones, ear pods, watches, glasses, and jewellery will be kept at Robertson Building reception.
Students / Parents can check for their lost items at Black Watch House during school term opening hours (Monday to Thursday from 12:30 – 4:30pm), or email details to pound@stcuthberts.school.nz
PŌHUTUKAWA LEARNING CENTRE
The Pōhutukawa Learning Centre (PLC) supports the academic and social-emotional well-being of neurodivergent students at St Cuthbert’s College. The neurodiversity paradigm underpins our approach to meeting the needs of neurodivergent learners. The neurodiversity paradigm frames neurodivergence as a natural variation in human cognition, rather than a deficit or disorder to be corrected. It emphasises the unique strengths and perspectives that neurodivergent individuals bring to the world. This diversity encompasses many characteristics including giftedness, as well as learning differences. The PLC provides structure to the process of identification and provision for these students.
Neurodivergence often presents unique challenges to mental well-being. While neurodivergent individuals experience the world differently, they may also face higher rates of mental health conditions such as anxiety and depression. This can be attributed to factors such as sensory sensitivities, social difficulties, and a mismatch between their neurotype and societal expectations. Understanding and addressing these specific needs is crucial for promoting positive mental health in neurodivergent individuals and fostering a more inclusive and supportive environment.
COMMON CHALLENGES
Neurodivergent students experience a range of challenges across domains. Understanding these common challenges can be integral to anticipating challenges students may experience in classrooms and school events. This can help us to make accommodations to support neurodivergent students.
COMMON DIAGNOSES
While a diagnosis only tells part of the story, it is a helpful way for us to understand some of the challenges and strengths our students possess. Below are some common traits or behaviours that a student may exhibit. It is important to note that, as school staff, are not able to make diagnoses, however observing these behaviours may prompt a referral.
(Hood, N., 2024 - SOD Presentation)
Attention Deficit Hyperactivity Disorder (ADHD)
Difficulties regulating attention, organisational challenges, poor impulse control, difficulties sustaining focus on tasks, interaction with peers (too much or not enough), work completed but not submitted, and work needing more detail.
Persistent difficulties in an area inconsistent with abilities.
Punctuation
Spelling
Organisation of writing
Basic facts
Auditory Processing Disorder (APD)
Developmental Coordination Disorder (DCD)
WHAT WE DO
Literacy and Numeracy Support
Difficulties following verbal instructions, difficulties keeping up with peer conversation, preference for visual supports
Limited coordination, difficulties with tasks requiring fine motor skills, poor organisation, difficulties in retention, poor handwriting, and difficulties with gross motor movement.
The PLC provides targeted support for developing core numeracy and literacy skills across Years 0 - 13. Evidence-based interventions range from one-to-one instruction to group withdrawal programs and individual learning plans. Students who would benefit from PLC support are identified in collaboration with classroom teachers and deans.
Gifted Enrichment
The PLC provides enrichment opportunities for students identified as gifted or who would benefit from extension. Programs such as QUEST, Future Problem Solving, Philosophy, and Lit Quiz offer unique opportunities for students to develop their creative and critical thinking skills.
Pöhutukawa Enriched Learning Support (PELS)
PELS is a timetabled class offered to students in Years 7 – 12 who benefit from additional support beyond their regular classroom program. The invitation-only class draws on the curricula of core subjects to ensure all students can experience success in these subjects. Additionally, students in PELS develop skills and competencies to foster independence, self-management, and most importantly, self-efficacy. The small class sizes allow for greater opportunities to ask questions and for targeted learning support.
Special Assessment Conditions (SACs)
Special Assessment Conditions are a range of supports that can be provided to students who have particular learning needs. They are designed to help students access and demonstrate their learning in a way that is fair and equitable. Students in Years 9-13 have access to SACs (younger students may access SACs at the discretion of the HoF). Students must meet the eligibility criteria set by NZQA to access SACs. Teachers and students can apply for SACs through MyCollege.
Assessment
Supplementary assessment may be offered at the discretion of the Head of Faculty. This assessment focuses on screening for possible additional learning needs and may be used to support a referral to external providers.
PLC
KEY CONTACTS
Head of Faculty PLC - Dr Rochelle Lawrence
Head of PLC Y0-6 - Rachael Busch
INTERNATIONAL STUDENTS
St Cuthberts College is a signatory of the NZQA Education (Pastoral Care of International Learners) Code of Practice 2021.
The purpose of the Code is to support the Government’s objectives for international education bya. Requiring signatories to take all reasonable steps to protect international students; and b. Ensuring, so far as possible, that the international learners have in New Zealand a positive experience that supports their educational achievement.
A link to the Code can be found here: https://www2.nzqa.govt.nz/assets/Tertiary/The-Code/pastoralcare-code-of-practice-2021-english.pdf
WELFARE OF INTERNATIONAL STUDENTS
R
OLE OF THE INTERNATIONAL STUDENT CO-ORDINATOR
Organise appropriate orientation when new students arrive at the College
Set up and hold regular meetings with each student
Keep record of meetings and enter notes into a shared space with deans.
Attend meetings with Head of Admissions, Head of Senior School, Head of Boarding and Deans as required.
Keep updated on issues about International Students through appropriate documentation e.g. International Education News, SIEBA.
Work with Dean, Head of House Year 8, Counsellor, Head of Boarding, Head of Admissions in the event of Pandemic to support students.
Liaise with Head of Boarding in provision of an orientation programme and on social events.
Oversee review of International Student Policy.
Set up and hold group meetings e.g. shared lunches
Encourage group activities where cultural experiences and/or training in New Zealand culture are offered, e.g. Chinese New Year dinner at restaurant.
ACADEMIC
Monitor academic progress in consultation with the Deans of House, Head of House Year 8, and ESOL teacher when appropriate.
Liaise with Deans, Head of House Year 8, Guidance Counsellors, Boarding house, ESOL teacher, Careers and Head of Senior School to provide appropriate support and guidance
Send Deans and Head of House Year 8 updated list of international students in Terms 1 and 3.
Check that timetables provide appropriate mix of subjects
Monitor international examination requirements for further study in NZ or overseas
REPORTING
Comment on leavers’ testimonials as requested.
Email offshore parents as reports are published to ascertain whether they are able to access them.
CODE OF PRACTICE
Complete the self-review attestation of the Code of Practice for the pastoral care of international students annually. This must be submitted to NZQA early December.
Ensure that we comply with the Code and consider next steps to improve our processes. Carry the emergency phone for international students. Remind caregivers and students of the phone number at the beginning of each term break.
INTERNATIONAL STUDENT PASTORAL SUPPORT
I
ROCESS
MAORI AND PACIFIC ISLAND STUDENTS
MAORI AND PACIFIC ISLAND STUDENTS
MEETING THE NEEDS OF MAORI AND PACIFIC ISLAND STUDENTS
St Cuthbert's College is committed to providing opportunities for Maori/Pasifika students.
One of the ways we offer this is through the Endeavour Scholarship. This was established in 2001 by St Cuthbert’s College, Kings School and King’s College and aims to provide eight scholarships each year –four to boys and four to girls, starting at Year 7 level. Sacred Heart College has now been added to the group of schools.
The girls’ scholarship covers education at St Cuthbert’s College through Years 7-13 and is for students who display leadership potential and who have all-round ability - in particular those who will make the most of the opportunities offered.
This scholarship is available for two Māori and two Pasifika students each year. These students are brought into the College in Year 7 and Year 9 dependent on the applications on the given year.
Endeavour scholarships are highly sought after amongst our Pasifika community and cover the full cost of tuition, uniform, laptops/iPads and all compulsory school activities.
Recipients of this scholarship are confidential to SLT, Admissions, the Endeavour mentor and Deans.
In addition to these scholarships which meet the needs of gifted Maori and Pacific Island students, there are opportunities for all students to deepen their understanding of Taha Maori. Awareness if promoted through Te Reo classes, through activities such as Maori Language Week, singing of the national anthem in Maori and powhiris. The Maori language teacher ensures students have opportunities to participate in the Maori speech contest and to go on the annual St Cuthbert’s College Marae trip.
The Maori dimension is evident in many aspects of the curriculum at St Cuthbert’s College. For example, there is specific examination of Treaty issues in the Junior Senior School Social studies programme. The work of Maori artists is drawn upon in the arts subjects such as music, drama, painting, photography and printmaking.
The DP/HoSS, Careers Counsellors and Deans and Mentors inform Maori and Pacific Island students of the targeted opportunities for scholarships and tertiary advancement.
Students of Pacific Island descent are provided with opportunities to meet with and be mentored by Old Girls who were Pacific Island students, e.g. mentoring of students from the Cook Islands by Mrs Paddy Walker.
Consistent monitoring of the students’ progress ensures that students from all ethnic groups are well supported at St Cuthbert’s College.
STRATEGIES TO SUPPORT MAORI STUDENTS AT ST CUTHBERT’S COLLEGE
Te Reo Maori teaching programme at each level despite small numbers
Designated Te Reo classroom that operates as a meeting place for Maori students at lunchtimes.
Noho Marae. All students who learn Maori attend a 4–5-day marae trip to stay on a marae. The venue changes each year to allow students to learn about different regions (aim to reinforce classroom learning, te reo in a natural environment, learn tribal histories and whakawhanaunga (bonding of all te reo Maori students).
Kapa haka groups at both junior and senior school. Senior school kapa haka - employs experts. Parents are encouraged to support the group.
Endeavour students are closely supported. Close teacher mentoring and informal peer mentoring of senior and junior students.
Faculties include units of work or topics that focus on Maori kaupapa. These engage Maori students (ie English – texts by Maori writers, Social Studies topics).
STRATEGIES TO SUPPORT PACIFIC ISLAND STUDENTS AT ST CUTHBERT’S COLLEGE
The mentoring model for our Pasifika students is grounded in the Pacific values of Ofa (love), Faka’apa’apa (respect), Mālie (humour) and Māfana (warmth).
The mentor works alongside alumni, outside providers and other schools to provide support and leadership opportunities for Pasifika students.
A core aspect of Pasifika culture is their identity as a collective rather than as individuals. Moving forward, we intend to strenghten the relationship between Endeavour families and the College with regular opportunities to meet together to help the College to best support their daughter’s education including cultural guidance and kaupapa.
LEADERSHIP FONO
In conjunction with local schools- Dilworth, EGGS, St Peter’s College the senior students work to organise a Māori and Pasifika Leadership day to offer cultural enrichment as well as a series of guest speakers and workshops to celebrate their success and cultural values.
P
ASIFIKA FAMILY TALANOA
This event is for families and students to connect with the Principal and be inspired hearing from a panel of alumni who share insights into the challenges and their successes of navigating their education as the College, while highlighting how their cultural values have empowered them in their academic and professional journeys.
Families were also invited to share suggestions on how the school can continue to support Pasifika students, fostering a stronger community bond.
E
NDEAVOUR FAMILY NETWORKING EVENTS
This will be an opportunity for families to connect with each other and support the College to achieve the best possible outcomes for their daughters (starting in 2026).
CULTURAL GROUPS
In 2026 both Samoan and Tongan cultural groups will be offered at the College to prepare for their Polyfest performance, and the College pōfiafia event where families and community members come into the school to celebrate their cultures and all the hard work that has gone into getting these groups performance ready.
SISTERS UNITED MENTORING
We work with a Pasifika leadership organisation to provide culturally appropriate mentoring. We invite our Year 9 and 10 Pacific and Māori students to work with an outside organisation who specialise in empowering Pacific women to be brave, confident and proud of who they are. https://www.sistersunited.co.nz/
TUAKANA/TEINA MENTORING
The girls meet from years 9-13 during two assembly slots and two lunchtimes (one event per term) to play games, share food, strengthen values and be mentored by the senior students. These events are always well attended, and the girls love the opportunity to connect with the other Pasifika students in a safe environment.
PASIFIKA ALUMNI
In 2026 we will be looking to support the formation of a Pasifika Alumni group who can work with the Principal and Mentor to create the best possible experience and outcomes for our Pasifika students, both those currently in the school, and our future enrolments.
This is a new initiative, and we will be consulting with Pasifika alumni with how this can work best, and we will seek their advice as to how this valuable group should be best utilised to support our students. As a predominantly Pākeha environment, it is important that we respect the voices of our minority groups and hold fast to the concept of ‘nothing about them without them’ meaning we need to lean in and listen to what the recommendations are rather than making decisions from our own worldviews and experiences.
Responsibilities of the Endeavour Mentor
Mentoring (academic and pastoral) of on Endeavour Scholarships in conjunction with the relevant Heads of Year 8 House and House Deans.
Liaison with the families of these students
Organising social/cultural activities and events with which these students are involved
Ensuring, by working in conjunction with the Head of careers, that the Endeavour students have a smooth transition to the tertiary sector
Liaison with Deans and Admissions about girls’ specific and personal needs and further financial support. This can include assistance for trips, transport, co-curricular activities and assistance with applying for boarding (if required) in the senior years.
STRATEGIES FOR TEACHERS TO SUPPORT ESOL STUDENTS
THINGS TO REMEMBER:
We do not want the students to lose their culture and language - we want to add English to it.
They spend the majority of their day in mainstream classes, not in the ESOL class.
Reaching academic proficiency in a new language takes between five and seven years.
LEARN AND USE THEIR NAME.
Some English Language Learners don’t like the sound of their own voices when they are speaking English. They may be uncomfortable using the language in front of ‘experts’ (you and the other students).
The less formal nature of our classes can lead the students to think that they do not have to show respect to the teacher, or even that the teacher does not deserve respect. They may need help understanding what behaviour is acceptable in your class. Other students may feel that you know everything, and so you will know when they are having trouble. They may not say they do not understand because that will make you, as their teacher, lose face.
Put them at the front of the room, even if they try and hide down the back. They will be able to hear you better and see the board better. You can also see how they are doing more easily.
SOME FAIRLY SIMPLE IDEAS THAT MIGHT HELP:
1. Aim of the lesson
Writing this on the board will help ELLs understand what the main idea of the lesson is and perhaps check the words at the very start. If you say it, they may miss the key words and so will struggle to understand from the beginning.
2. Visuals Visuals, when possible, help all learners understand more deeply.
3. Vocabulary
4. Sound
5. Keeping content at the forefront
Key words and phrases written on the board can help students to understand. If they can be left on the wall and referred to later, it will reinforce everyone’s understanding.
Teachers need to speak clearly - ELLs do not yet have the ability to guess what certain words might be. Speak facing the class - you are much harder to understand when you are facing the board. It is also distracting for students, as they are trying to focus on what you are saying as well as writing.
Also, if students are writing from the board, try not to speak. This is just confusing and often results in incomplete understanding of both.
How easy is it for us to go off topic? Especially when we are passionate about something? ELLs cannot filter the important stuff out from the irrelevant (but really interesting to us) information. They think everything you say is of equal importance. It is also exhausting to listen in another language - just be aware of this when you are off topic - tell them.
6. ‘Now this is This will focus your entire class, not just the ELLs. It will help all of them to
important’ figure out the main ideas.
7. Speed and timing We talk too fast and too much. We can pause regularly to let students think about what we have said. Then we can continue.
8. Sharing
9. Questions
10. Paraphrasing
11. Teacher’s writing
The best way to monitor whether content has been understood is to get the students to talk to each other about it. Ask them to tell their neighbour what they have understood so far. You can then ask them to share their thoughts (this really makes everyone pay attention and listen more carefully). They could also quickly draw what they have learned. This technique also allows students to practise not just the subject-specific words, but also other words associated with the topic.
If we ask the whole class a question, the ELLs will rarely answer, for so many reasons, including the time it takes to translate things to and from their language. You can warn them in advance what they will be expected to answer. Or they can answer the question with a partner and then share. This will help all the students in the class who may not have the opportunity to contribute and ensure that it is not just the same students talking each time. It also encourages better quality thinking about answers for the whole class. The longer ELLs sit in class without speaking, the harder it gets.
We all do it to help students understand. However, sometimes our explanations get more convoluted rather than simpler. Think about making your sentences ‘subject-verb-object’ sentences to make them easier to understand. Try not to use broken English though - ELLs need good models of the language.
Some of us could write more neatly, both on the board and on their work. ELLs do not have the ability to use other clues to figure out an unknown word. They also may not be able to make the connection between what you are saying and what you have written. They may need longer to copy from the board - think about allowing them to take photos.
12. The Textbook
There is a lot of text on a page, and it may be a completely different writing and organisational system for ELLs. Help them to see the importance of headings, sub-headings, visuals and captions. Try to help them think about the way the texts in your subject are constructed.
Scroll down for Stage 3 Reading - there are different text types.
13. Model answers This is not just for exams. Students need to know what types of texts they are expected to produce. Each subject is different, so each teacher needs to make the expectations for their subject clear. Don’t just give them out to the students - draw their attention to the important features, especially those that are subject-specific.
Scroll down for Stage 3 Reading - there are different text types.
14. Checking understanding If you ask ELLs ‘Do you understand?’ they will most likely say ‘Yes’. This is because they want to make you happy, not necessarily because they really understand. Concept checking questions such as ‘Can you give me an example of …?’ ‘What will be the first …’? ‘How will we …’? Are far more likely to show whether or not they have understood.
Ideas adapted from ‘Breaking through the language barrier - Effective strategies for teaching English as a Second Language (ESL) students in secondary school mainstream classes’ by Patricia Mertin 2014 John Catt Educational Limited
WHAT STUDENTS WOULD LIKE YOU TO DO:
Explain clearly – give details and examples
Give practice sheets, and then go through them or give feedback
Put slideshows, etc. on myCollege
Check homework and give feedback
Don’t talk while we are writing – we can’t focus
Write the important things on the board
Write clearly – we can’t guess what this word might be
Give checklists
Help students understand the context, particularly in English.
On myCollege, there is a page called Teaching English Language Learners. https://mycollege.stcuthberts.school.nz/homepage/15206
It has a short film some successful ELLs made especially for their teachers, along with some ideas about how to deal with new vocabulary.
HEALTH CENTRE
The Health Centre is open from 8.00am - 4.00 pm Monday -Friday.
It is located at 9 Wapiti Ave, Epsom and can be accessed by students via a pathway beside the Sports Centre. Parents can access the Health Centre via Wapiti Ave.
The Health Centre is staffed by registered nurses.
Emma Lockington 8.00am - 2.00pm
Anna Handyside 10:30am – 4.00pm
Relief Nurse - Bronwen Simpson
The nurses can be contacted on 021 462 859 or 027 700 9077. nurse@stcuthberts.school.nz
Note: The Junior School has a registered nurse Jo Denton 12:30pm – 2.00pm
Please call Junior School Reception to contact the Junior School nurse.
UNWELL STUDENTS
If a student is feeling unwell, or needs to see the nurse, please complete the permission to visit the nurse slip and send the student to the Health Centre. If staff feel it is necessary, they can ask another student to accompany the unwell student to the Health Centre. During class time students should go to class and get a permission slip from their teacher before going to the Health Centre.
If the nurse feels the student needs to go home, she will contact the parents to collect their daughter from the Health Centre and sign them out of school.
Note: Students are not permitted to call their parents themselves and request to be collected.
If the student is too unwell to come to the Health Centre, please contact the nurse and she will come to you. The nurse will need to know the student’s name and a brief description of the situation. They may ask you to send another student to the Health Centre to help them locate you or help carry the necessary medical supplies.
In life threatening situations, or in event of serious injury, staff are to follow College procedures and call 111 if they deem it necessary.
MEDICAL NOTES ON STUDENTS
If a student has a medical condition, or any specific requirements, the nurse will have added a medical note under the student on myCollege page for staff to view. More detailed medical information on the student can be found in Consent2Go or on Synergetic. If a student shares information with staff, or if staff feel something is missing, they should inform the nurse who will follow up with the family and update the information.
If a student has a more detailed and personalised Care plan, this can be found on their myCollege page under the Care plan tab.
Staff are welcome to visit the Health Centre if they have a medical concern while at school.
FIRST AID KITS
Staff are asked to email the nurse if they require a First Aid Kit for a school activity that is outside of the Health Centre hours or is offsite.
There are two types of First Aid kits available.
Small kits have all your basic supplies and are good for a small group or a short-day trip Large comprehensive kits which are taken with large groups or for extended periods of time.
Please book ahead of time as there can be many activities going on at once. The nurses can also tailor kits to specific needs if they are given sufficient time to source items. The nurses can advise staff on which of the First Aid kits is suitable for their activity.
VACCINATIONS
The flu vaccination is offered to staff onsite once a year. Staff will be notified of the specific day/ time which is usually in term 2. Immunisation nurses come to the Health Centre to administer the vaccinations.
Year 7/8s are also offered a vaccination day as part of the national immunisation schedule. Parents complete a permission form and immunisation nurses visit the school to do this. This is usually held in Clouston Hall with multiple nurses attending.
PHYSIO
Physiotherapy is available to staff and students in the Health Centre. Please contact Physio Fix (09) 520 2819 and ask to be seen onsite at St Cuthbert’s. Days and times that the physio is available vary so please contact them to find out more.
$20 ACC, $40 private consultations
The nurses work closely with the College Counsellors and Deans to provide wrap around support for our students. Staff are very welcome to talk to the nurse about any concerns they have relating to a student’s health.
D
LEAVING SCHOOL UNACCOMPANIED
WHOLE SCHOOL STUDENT ILLNESS PROTOCOLS
COUNSELLING DEPARTMENT
COUNSELLING REFERRALS
Referrals and Consent for Counselling
Referrals for Counselling arise from a range of different sources including Parents, Teachers, Deans, Outside Agencies and Students. The purpose of the following procedure is to ensure that the Counselling Department meet the requirements of the Law when accepting referrals and gaining consent for Young People attending Counselling. The content and recommendations for Counsellor Practice have been informed by Counselling and the Law (2012). For the purposes of this document Young People are identified as anyone under the age of 18 (Counselling and the Law 2012).
Student Self- Referral and Consent to Counselling
A student can self-refer and give consent to counselling if they understand what is involved in the counselling process and have the intellectual and emotional maturity to weigh up the advantages and risks. Counselling is viewed as involving minimal risk to the client, therefore even a young child would be considered capable of providing valid consent to counselling. (Counselling and the Law 2012, p. 304). The focus is to determine whether the level of understanding of a particular child enables them to consent to a specific service, counsellor, psychotherapist or a psychologist.
Counsellors are obliged to follow their professional code of ethics. The NZAC code of ethics clearly delineates that counsellors should respect the rights of children: to receive age-appropriate information and to give consent on their own behalf, commensurate with their capacity to do so. The New Zealand Psychologists Board Code of Ethics state in any work where children and/young persons are involved, psychologists recognise that the interests and welfare of children/young person are paramount and therefore given precedence over other considerations.
Under the age of 16, a counsellor, psychotherapist or a psychologist may see a young person without parental authority or knowledge if that young person is considered to have sufficient understanding to make their own informed consent.
It follows that students cannot forcibly be requested to attend counselling if they are unwilling. Just as a child can provide consent to the process of their own volition, so can they, refuse counselling arranged by their parent or other adults.
When encountering student self-referral, Counsellors should strive to:
Ensure that the student is aware of the nature and purpose of the Counselling process and is given all information necessary to make an informed decision and provide consent.
Document obtaining informed consent, including the limits to confidentiality.
Advise the student that they are able to discontinue Counselling at any time.
Encourage the student to ask questions of the Counsellors and provide honest and accurate answers.
Use language that a younger student will understand and request that the information is repeated if there is doubt that the conversation was not understood.
Maintain the students right to confidentiality, (set out below) with the view to encouraging the student to work collaboratively with their parents unless specifically requested not to.
Referrals from Teachers, Deans Boarding Manager or Senior Leadership College staff considering the benefits of a referral to counselling for a young person, should ensure that parents and the young person, are consulted prior to any referral taking place.
Parent Referral – Parents living apart
Referrals to Counselling may emanate from parents through the Dean’s pastoral care system, Health Centre or the Boarding Manager. Parents may also directly referrer to the Counselling Department.
Where parents are referring students themselves, or referring through one of the above avenues, and are living apart, the law is clear that both parents are Legal Guardians and as such both parents’ have the right to contribute to important decisions affecting their child (Care of Children Act 2004).
Accordingly, Counsellors will:
Ensure that the referring agent (Boarding, Deans Health Centre, Junior, Middle School or Senior School) have gained written consent from both parents prior to a student attending counselling.
Stress our obligations under the Guardianship Principle, which are: that should a referral come directly to a Counsellor from one parent then, written consent must be obtained from both Legal Guardians prior to undertaking counselling.
Advise a Parent that unless consent is obtained from both Guardians then Counselling is not permitted within the College setting. Inform parents of their option to obtain counselling outside the College.
Confer honestly with a student seeking Counselling, where the College has had written instruction that their child is not permitted to attend, that we are unfortunately unable to fulfil their request.
Counsel a non -permitted student in exceptional circumstances and inform parents and Senior Management immediately after the counselling session. (Consent through Admissions form)
Parent Referral – Living together
Should a referral stem from one parent through one of the above sources, Counsellors can assume that that parent has the responsibility of informing the other parent of the intention of their child to attend counselling.
Consent to make a referral Sharing of Information
In order to promote the best support and treatment options for children and young people, referral to outside agencies will routinely occur (e.g. private professionals or Child and Adolescent Mental Health Services CAMHS). Consent from the child or young person and their guardian will be obtained
Counselling Referrals Flow Chart
COUNSELLOR CONFIDENTIALITY
Protocol for Counsellor Confidentiality
Rationale
Counsellors have obligations to follow NZAC Code of Ethics which states, “Counsellors shall treat all communication between counsellor and client as confidential and privileged information, unless the client gives consent to particular information being disclosed.”
They are also bound by the Health Information Privacy Code. “If the school offers a counselling service, this aspect of the school service is generally considered a health agency for the purposes of the Health Information Privacy Code. This is a Code of Practice issued by the Privacy Commissioner under the Privacy Act” (Privacy in Schools, 2020). This code, in rule 11, begins, “a health agency that holds health information must not disclose the information….”
Both codes, however, note that there are exceptions where confidentiality may be breached.
This protocol is, therefore, a conjunction of the relevant aspects of the NZAC Code of Ethics, and the Health Information Privacy Code, and seeks to define these limitations on confidentiality.
Counsellors, unlike other College employees, are not bound by the Education Act.
Procedures
Scope of Confidentiality
Counsellors should take all reasonable steps to communicate clearly the extent and limits of the confidentiality they can offer clients. Any agreement reached between counsellors and client about confidentiality may be jointly reviewed and changed by negotiation.
Information received in counselling may be discussed in supervision as part of normal management of confidentiality.
Counsellors sharing clients shall disclose information for the purposes of peer support and review.
Counsellors shall respect confidences of colleagues’ clients.
Counsellors should only provide minimum information to those people to whom it is absolutely necessary.
Wherever possible, a decision to make an exception to confidentiality should only take place after seeking the clients’ full co-operation unless doing so would further compromise the safety of the client or others.
Wherever possible, a decision to make an exception to confidentiality should only take place after consultation with a supervisor.
Exceptions to Confidentiality occur when:
There is serious danger, or the client is deemed at risk in the immediate or foreseeable future to self or others. For example:
o Abuse – physical/sexual
o Rape
o Suicide Ideation
The client’s competence to make a decision is impaired where there is (but not limited to):
o Significant depression
o Anorexia
o Drug/alcohol use
It is accepted College practice for a counsellor to discuss process/level of risk to the child/urgency and similar with her line manager, the Head of Student Wellbeing and the DP/HoSS without revealing specifics and therefore preserving confidentiality.
Confidentiality in regard to Student Issues
At times academic staff will be informed that certain students are experiencing difficulty and are under the auspices of the pastoral network and /or outside agencies. We ask that staff understand and respect the fact that details of the student’s particular condition may not be revealed to them in full.
The College protocol is a conjunction of the relevant aspects of the NZAC Code of Ethics, and the Health Information Privacy Code, and seeks to define these limitations on confidentiality.
Counsellors, unlike other school employees, are not bound by the Education Act. Counsellors have obligations to follow NZAC Code of ethics which states “Counsellors shall treat all communication between counsellor and client as confidential and privileged information, unless the client gives consent to particular information being disclosed.” They are bound by the Health Information Privacy Code. “If a school offers a counselling service, this aspect of the school service is generally considered a health agency for the purposes of the Health Information Privacy Code. This Code of Practice issued the Privacy Commissioner under the privacy Act” (Privacy in Schools, 2009.) This code in rule 11 begins, “a health agency that holds information must not disclose the information …”
Counsellors and designated pastoral staff should only provide minimum information to those people to whom it is absolutely necessary.
Wherever possible, a decision to make an exception to confidentiality should only take place after seeing the clients’ full co-operation unless doing so would further compromise the safety of the clients or others.
RECOGNIZING AND RESPONDING TO DISCLOSURES OF ABUSE
The following procedures should be read in conjunction with St Cuthbert’s Child Protection Policy and Domestic Violence Policy– link Rationale
All Schools are obligated to adhere to the requirements detailed in sections 18 and 19 of the Children’s Act 2014 and section 15 or the Oranga Tamariki Act 1989 which outlines the responsibilities of staff to ensure the protection, safety and wellbeing of all young people and act in response to suspected child neglect and abuse.
The following procedures establish guidelines for staff responsibilities in identifying, reporting and responding to signs of abuse.
Guidelines for identifying and reporting abuse
It is important to:
Understand that every situation is different and consider all available information about a child or young person and their environment, before reaching a decision. Behaviours of concern may be a result of other life circumstances, e.g. divorce, loss of a loved one.
Consider the overall wellbeing and risk of harm to the child or young person, it is not important that the type or category of abuse is identified
Consult with appropriate pastoral staff, Head of Schools, Deans, Counsellors Nurses if you are concerned about student safety. Pastoral staff may have additional information regarding the student of concern. It is important not to act alone in making a decision.
Notice any evident patterns and ongoing signs that may be of concern. Speak with the CPC
Consider exposure to family violence. Family violence is a form of abuse and there is a high rate of concurrence between Family Violence and physical abuse.
Development: Cognitive delay, physically small for age, poor speech, and social skills changes in academic performance
Emotional: – Sleep difficulties low self-esteem, obsessive behaviour, inability to cope in social situations, sadness/loneliness, excessive crying, evidence of self-harm.
Behaviour: Withdrawn, fear of adult or certain person or place difficulty concentrating, attention seeking, inappropriate sexual interest or play, eating disorder/substance abuse/ aggression, disengagement, neediness, aggression
The child giving details that may indicate abuse
The child making an allegation or disclosure
Signs of Potential Neglect
Physical signs: Looking uncared for dirty and dressed in inappropriate clothing, underweight
Developmental delays: Small for age, cognitive delays, falling behind in school, poor speech and social skills
Emotional abuse/neglect: Sleep problems, low self-esteem, obsessive behaviour, inability to cope in social situations, sadness/loneliness and evidence of self-harm
Neglectful supervision: Roaming unsupervised late at night, left alone, unsafe home
Medical neglect: Untreated medical or health issues
Responding to Suspected Abuse or Neglect
The College has two appointed Child Protection Officers: Head of Counselling/Deputy Principal, Head of Schools. Both are known as a Child Protection Champion (CPC)
Student Disclosure of abuse or abuse is suspected
Listen judiciously to the student, ask open-ended questions and reassure them
In cases of imminent and immediate safety concerns, urgently contact the Police and notify CPC or Principal
As soon as possible refer to one of the CPC or relevant Principal
Counsellors will adhere to the subsequent guidelines following a student disclosure:
The student should be believed and any complaint taken seriously.
Listen to the disclosure in a non-judgemental manner with no visible personal or strong reaction to the disclosure.
Focus on the student’s feelings and should not probe, cross examine or attempt to extract from the student a detailed account of the abusive incident.
Refrain from asking any leading questions about the details of the incident.
Any prompting of the student should be neutral and restrained and should avoid repetition of questions or the asking of a question that would indicate a possible answer.
Be honest with the student and should not make promises that cannot be honoured. (eg That the counsellor can promise absolute confidentiality or that the child will not have to appear in court.)
Inform the student of how she can be protected and the avenues by which this might be achieved.
Inform the student of the Counsellor’s ethical duty to protect and keep the student safe and College protocols.
Factually record
Information pertaining to what led to the disclosure
What the student said,
What was said to the student,
The date, time location and who was present.
Securely store the record of concern
Record any advice received
Counsellors to inform Principal or relevant Head of School and consider further action
Counsellor to notify Oranga Tamariki promptly if there is a belief that a child has been or likely to be abused or neglected.
Counsellors to create action plan and inform relevant staff members
Disclosure of Abuse Flowchart
SUPPORT AND MANAGEMENT OF STUDENTS AT RISK
The following procedures should be read in conjunction with St Cuthbert’s Support and Management of Student’s at-Risk Policy link
Rationale
The College plays a critical role in the prevention and management of young people in crisis or at risk of harm to themselves. Our responsibilities are multi-faceted and involve creating a supportive environment, identifying at-risk students, and responding effectively to crisis situations. By proactively implementing these strategies the College can foster an empathetic environment that reduces risk and promotes student’s mental health and overall wellbeing.
The following procedures are designed to support staff in identifying, responding, intervening and supporting young people at risk
RECOGNIZING SIGNS OF DISTRESS THAT MAY INDICATE SUICIDAL THINKING AND BEHAVIOUR
Early signs of distress
Academic - Unexpected reduction of academic performance – e.g. out of character behaviour in work completion, lowered grades, disengaged from schoolwork, abrupt changes in school attendance, increased absences
Change in mood – e.g. withdrawn, sudden tearfulness, comments which indicate unhappiness despair hopelessness. Increased irritability, moodiness displays of anger at self, aggressiveness
Ideas and themes of depression death and suicide – e.g. written or artwork containing themes of depression, death or suicide. Material containing information on suicide methods. Reference that the student would not be missed if they were not here. Giving away of personal items or possession and previous indirect or direct threats or attempts of suicide.
Significant loss and grief – e.g. recent breakdown of their family or whanau unit, death of a family member or friend by suicide. Loss or breakup with partner or friend.
Physical symptoms underpinned by emotional sources – eg. eating disorders, chronic physical conditions, reduced interest and attention to personal hygiene and self-care, self-harm, scratchings or other markings.
Responding to early signs of distress
It is important that all warning signs and concerns are responded to no matter how uncertain an adult may be about the seriousness of the risk
Referrals from staff can be directly to the Counsellor, HoSS, or Dean.
Counsellors will assess level of risk following the Assessment of Young People at Risk of Suicide – Ministry of Education Guidelines and develop an intervention/safety plan based on the assessed risk
Students assessed as high and imminent risk will be referred to either the CRISIS Team or local CAMHS services. Direct contact will be made with the Principal and HoSS, Dean, family and whanau. Follow up support by staff should be within the context and parameters of the student safety plan.
Student Safety Plan
Responding to Imminent Risk
In the event of imminent risk of suicide, it is the responsibility of any adult present to supervise and support a student until a clear transfer of responsibility to another professional, family or whanau is undertaken.
If immediate help is unavailable, adults can provide support and assistance by
Not leaving the student alone
Conveying to the student that they care and want to help
Expressing empathy and understanding for what the young person may be going through
Communicating that suicidal thoughts can be common but do not have to be acted on.
If the student is reporting an active method and plan by phone or text adults can provide support and assistance by:
Not leaving the student alone
Establishing where the student is
Seeking information about the presence of other people
Encouraging the student to think about people or things that have supported them in the past and find out if these supports are still available – if they are encourage the student to access them
Call or have someone else call emergency services 111
Inform the operator there is a student who is suicidal
Provide address or location
Provide other relevant information regarding whether the person has been drinking or taken drugs
Give your name and contact details
Call the student back or stay with them
Remove any access to means of suicide until emergency services arrive
Monitoring and Support for students transitioning back to school after period of absence
Returning to School can play a crucial role in a young person’s recovery following an incident of self-harm or a suicide attempt. Recent research highlights the importance of ensuring strong social supports, positive school relationships, a safe psychological climate and a collaborative approach from parent’s whanau, staff, and external agencies to ensure a safe and successful re-entry (Marraccini & Pittleman, 2022).
Threat of Imminent Suicide Emergency Checklist
RETURNING TO SCHOOL PROCEDURES
Prior to school return, consultation and collaboration with parties involved with a student is essential in determining the ongoing safety and support for a student when they return to school. This allows for joint decision-making and the formulation of a safety plan. Such parties may involve Mental Health Services and professionals (e.g., Psychiatrist, Psychologist) and if so, their opinion should be sought.
Consideration regarding the students’ academic needs, whether the young person has identified with a marginalised group, study load, extra curricula or sporting events, graduated return to school, should be well-thought-through.
The College may request clearance from a Clinical Psychologist or Psychiatrist for a student to return to school.
A safety plan will be developed outlining key contacts at school/ parents/caregivers and any external mental health or GP services. The plan will outline strategies that aim to keep the student safe and connected with staff and peers.
A register of young people with safety plans is held at the Beattie Centre for immediate student support. Sharing information with staff will be managed in consultation with the young person and their family
Regular multi-disciplinary review meetings, particularly in the event of an out of school event involving family/whanau dean, counsellors, external agencies will occur with documented decisions regarding necessary actions and outcomes to support the young person.
STUDENT LEADERSHIP
We are reviewing this wider area of student life during 2025. A whole school 0-13 leadership programme is being developed to support opportunity for every year group.
YEAR 7
Each term the core classes appoint a new Class Captain and Deputy Class Captain, and a certificate is awarded to one student in each class for Citizenship
Year 7 camp – Student leaders are appointed to the lead the activity groups for the week on activity rotations.
Year 7 EOTC Excursions – Leaders appointed to groups
Year 8 Tutor Group Leaders, Deputy Tutor Group Leaders
YEAR 12
Peer Support Leaders
Deputy Tutor Group Leaders
YEAR 13
Prefects
Committee Leaders
Tutor Group Leaders
LEADERSHIP ROLES FOR 2025
Head Girl
Deputy Head Girl
Chapel Prefect
House Prefect
Performing Arts Prefect
Service Prefect
Sports Prefect
Committee Leader
Tutor Group Leader
STUDENT LEADERSHIP VOTING PROCESS 2025
Eligibility: All students currently in Year 12, unless they elect to not complete an application form
Who can vote: Current Year 11, Year 12, Year 13 Prefects and Senior School teachers
How: Voters are emailed a secure link with a list of Year 12 applicants together with a photo of the students. There is a 2-day window for voting.
Timing: Following practise exams in Term 4 and prior to students leaving for study leave
Selection of Head Girl and Deputy Head Girls
The six students who receive the most votes are asked to attend an interview with the Principal and Head of Senior School. They also are asked to prepare a speech for the following day, which is presented at an Assembly in front of Year 11, 12 and staff.
The result of the voting, coupled with the interview, determines the Head Girl, the Deputy Head Girls, Service Prefect and Chapel Prefect for the following year.
The House Prefects and Committee Leaders are the students who have the next highest votes. The process for selecting the Head Boarder is outlined on the Boarding page of MyCollege.
Students who have been chosen as Prefects and Committee Leaders, will be advised via email the week following Senior School Prize Giving
Student Leadership Y13 Committees
Year 13 Councils (outline of each committee on Senior School myCollege page)
ACADEMIC MENTORING – SUPPORTED BY MS WILCOX
This committee will promote the opportunity to be a student mentor or be mentored. The committee will match mentors with others who require some extra support, across a range of subjects. Committee members will also be mentors and will run the mentoring programme (students who volunteer to be a mentor are committing to at least 5-10 sessions with their mentee over the year, and this service can be used for CAS, Duke of Edinburgh and Y11 Diploma requirements).
ARCHIVES AND COOKBOOK (HISTORICAL) – SUPPORTED BY MS PADEY
Work with the College Archivist to ensure students are kept informed at Assemblies and other gatherings about our St Cuthbert’s history. Assist Archivist with displays and work on a project to collate 100 items from our archive with an associated podcast to celebrate our 100 years on the Epsom site.
The Archives committee will also be involved in an archival project based on the 1955 SCC Cookbook which raised 2000 pounds for a Scholarship. The committee will:
Find out what 2000 pounds in 1955 is worth in equivalent NZ$ today
What Scholarship did this raise money for and was this successful?
Who were the recipients of the scholarship – if they did leave their mark what was that?
Find out if the authors of the recipes and whether any still have family connections with the school
Whether any local businesses who advertised still exist or what the nearest contemporary equivalent is
Set up a display from the original cookbook with the photo of the recipe made
Organise and undertake a cooking challenge to mark 70 years since the production of the cookery book.
COMMUNICATIONS – SUPPORTED BY MS ALI
A key role of this committee is running Margin, the school magazine, as well as running other writing initiatives in the College. Keen writers often join the Comms Committee. We include a Big Sister/ Little Sister connection in writing, reading and publishing.
This is an opportunity for students interested in communication careers. For students interested in print media, the publishing process, video making and photography. The committee create a range of multimedia visualisations for College events; manage blogs on the school intranet and organise Writers’ Night, writing competitions, speakers and literary events. The media arm of the committee will make a video collating the events of the year.
CULTURAL – SUPPORTED BY MR HOWARD
This committee assists with the organisation of the Term 1 Pofiafia night and supports the cultural groups involved. In Terms 2 and 3 the Committee promotes cultural awareness at assemblies and other events.
DEVELOPMENT – SUPPORTED BY MS MORRISON
This committee is for creative and confident students seeking valuable experience in the field of marketing and events management. Responsibilities will be:
Promoting philanthropy to the student community
Organising and running a successful event
Assisting with key fundraising events, if requested
Organising the Y13 leavers’ memories capsule
EVENTS – SUPPORTED BY MS KEMP
This committee will assist with the organisation, ushering and welcoming at special college events. It will involve training up younger students to be good ambassadors for the College and providing ideas to make events even better.
GAMES – SUPPORTED BY MS HOWARD
This committee organises lunchtime sports events for Junior School and Year 7-8, helps with key sporting House events, organises collections of sports gear for lower decile schools. It also assists with organising Sports Colours Awards in Term 4.
GIRL UP
A committee that focuses on fostering girl advocates and empowering girls within the College and wider community. It also involved the organisation of International Day of the Girl.
GLOBAL CITIZENSHIP – SUPPORTED BY MS CHARSLEY
This committee is in charge of organising activities for:
International Women’s Day (Term 1)
Diversity Week (early Term 2)
Assisting with the Fair-Trade Bake Sale (Term 3).
JUNIOR SCHOOL – SUPPORTED BY MS TOMICH
This committee fosters relationships with the Junior School (JS) girls and organises activities for the JS. This can include spending time with the girls in classrooms during committee meeting time, planning and assisting with a calendar of JS events. Committee members also visit JS classes during free periods, at lunchtime, reading stories and/or being with the students
LIBRARY
This committee leads a team of Y7-13 student librarians in providing service in the Junior and Senior School Libraries. They provide a channel for communication between students and Library staff, organize events, as well as promoting the Library to the College community.
PERFORMING ARTS – SUPPORTED BY MR GILMOUR / MS MEAGHER
This Committee promotes and supports all forms of the performing arts in the College. The main goal is to encourage involvement in the performing arts whether it is as a participant or an audience member. There are three significant events to plan and organise: Shakespeare Soiree, Music Month and Talent Quest.
SERVICE – SUPPORTED BY MS GLENGARRY
This committee is expected to put our SERVICE Values into action and work with the Service Coordinator, to lead the service activities throughout the College. This includes putting our motto of 'By Love Serve' into practice through active service and coordinating the Tutor Group based service activities during Tutor time (such as packing the Girls in Need Hygiene Bags and pencils for School Start, First Impressions), advertising and packing of the termly Foodbanks and participating in other charitable collections within the College.
The Service Committee needs to model service in action and encourage a change the mindset of our students who think ‘Service’ is collecting money and giving a donation.
STUDENT
WELLBEING – SUPPORTED BY MR CURTIS
This committee will focus on ensuring that student voice is considered and involved in any student wellbeing initiative at the College. It will be an opportunity for students to actively contribute to the wellbeing of students within the St Cuthbert’s student body.
SUSTAINABILITY – SUPPORTED BY MS LLOYD
The sustainability committee is for students who have a keen interest in all things environmental. Students will be interested in aspects such as pollution, recycling, resources consumption, climate change and other environmental issues.
Key tasks of the committee are to:
• Raise awareness in the College community of issues related to sustainability and environmental issues across New Zealand and the world
• Help ensure that students and staff engage in sustainable practices by advertising different ways of recycling, re-using and substituting resources
• Participate in programmes to ensure our environment is clean and green
• Encourage students and parents to walk, cycle or catch public transport to school and other events
VISUAL ARTS / COLLEGE BALL – SUPPORTED BY MS DYER-CAUSTON / MS MIHALJEVICH
Deciding on the theme and then decorating the Yr 12-13 Ballroom and raise students' awareness of Visual Arts within the school and the community. The committee be responsible for the overall project and organisation of the decorations for the College Ball
STUDENT LEADERSHIP APPLICATION 2025
Name: ______________________________
Tutor Group:______________________________
Student ID _________________________
House: _____________________________
THIS APPLICATION MUST BE COMPLETED BY MONDAY 21 OCTOBER, 4PM
TO HELP WITH THE SELECTION PROCESS, PLEASE RANK YOUR TOP 3 PREFERRED LEADERSHIP ROLES
Rank (1, 2, 3)
1 = most preferable
3 = least preferable REASONS:
Head Girl
Deputy Head Girl
Committee Leader
Service Prefect
Chapel Prefect
House Prefect
Sports Prefect
Performing Arts
Prefect
Tutor Group Leader
Leadership Statement
Preferred Committee (refer to list on reverse):
Please write a paragraph about how you would exercise leadership within the College and your House, promoting School and House Spirit
Please write a paragraph outlining how you would fulfil the role you have selected as your first choice
If you are Head Girl, Deputy Head Girl, Head Boarder or a College or House Prefect you will not be on a committee but will meet at the same time as committees in the following leadership teams.
House Prefects Ms Hogg
College Prefects Mrs Winthrop
Head Girl, Head Boarder and Deputy Head Girls Ms Avery
TRANSITION TO TERTIARY EDUCATION
CAREER EDUCATION PROGRAMME - ST CUTHBERT’S C
OLLEGE
VISION
In preparing students to reach their full potential and transition from school to further learning and work, St Cuthbert’s College recognises the need for students to possess the ability to manage and develop their career in an increasingly complex, technology focused world.
The career education program enables students to develop self-awareness, identity and explore future possibilities, make decisions and take agency in preparation for their future career. Connected, contextualized, and experiential learning within curriculum subjects in the college philosophy of personalised learning within a strong pastoral structure support the comprehensive career education framework, which is designed so that students develop competencies to effectively manage their life, learning and future work.
OUR CAREERS PROGRAMME
Focus
Year 13 Making decisions and taking action
Year 12 Exploring options
Year 11 Developing selfawareness and exposure to opportunities
Year 10 Building the foundation
Opportunities
Individual careers appointments
Careers presentations on University applications for NZ and overseas, tertiary scholarships, Halls of residence applications, financing tertiary study
University presentations - NZ and overseas
University course planning workshops for NZ Universities
Support with tertiary scholarship applications
Annual Careers Evening
Year 13/Alumni Careers Breakfast
Career Ahead information and opportunities fortnightly update
Shadowing opportunities
Individual careers appointments
Career mentoring programme
Guest speaker assemblies & Careers Evening
Presentations about University life and future career pathways
Annual Careers Evening
Career Ahead information and opportunities fortnightly update
Year 12 Speaker Series
Career education programme – personal portfolio development, exploration projects, tertiary study research, curriculum pathways information and subject selection
Guest speaker assemblies & Careers Evening
COPSystem Psychometric assessment
Elevator Pitch – outlining aspirations
Interview with a person of interest
Career education programme- the future world of work, career assessments, career research, subject selection
CAREERS APPOINTMENTS
Individual career appointments are available for students in Years 12 and 13.
All Year 13 students will be invited to interview in term one by their career counsellor. However, Year 13 students are also able to book their own appointments at any time.
Year 12 students will be invited to an interview in term two and or term three with their career counsellor.
Students may also contact our careers administrator, Carla Adamson, to book appointments at other times. Parents are most welcome to attend these appointments and are strongly encouraged to, if students are applying overseas.
Ms Osono Dunblane, Elgin, Kelso, Melrose
Ms Miller Durham, Iona, Lindisfarne, York
SUBJECT SECTION COURSE AND APPOINTMENTS
Late in term two and in the early part of term three there is a focus time for course subject selection for the following year. Students can contact the Career administrator to make short subject/course selection appointments during this time. There will also be lunchtime sessions set aside specifically for students to drop in to see a counsellor to have specific questions answered. These sessions will be on a first come, first serve basis.
CONTACTS
Head of Careers
Charlotte Osorio Charlotte.osorio@stcuthberts.school.nz
Careers Counsellors
Gillys Miller Gillys.miller@stcuthberts.school.nz
Career Administrator
Carla Adamson careersadmin@stcuthberts.school.nz
FLOW CHART FOR TERTIARY AND CORPORATE SCHOLARSHIPS
Student approaches Dean
Student sent to Head of Careers
Name given to DP/HoSS
Careers Counsellor checks logistics and process understood by student
Student approachesHead of Careers
Student name given to Dean by Head of Careers
Head of Careers passes information on to DP/HoSS / Principal
DP/HoSS / Principal prepares discretionary letter
On return of signed letter, despatch of letter is organised.
This document is confidential to St Cuthbert’s College only. This document may NOT be reproduced.
Head of Careers makes presentation to Year 13, outlining the process for Halls of Residence applications and confidential references
Careers counsellor briefs Deans about the process for CCRF prior to 1 August
Students to complete CCRF (confidential reference) request by date TBA
Dean completes CCRF on online system www.ccrf.au.nz by 15 September
TERTIARY AND CORPORATE SCHOLARSHIP REFERENCES
Head of Careers makes presentation to Year 13 about tertiary scholarships and the process for applications.
Students have responsibility to find out about tertiarty scholarships they will apply for using the "MoneyHUB" scholarships database and other places that they are signposted to.
Students register their intention to apply for tertiary scholarship on a google doc and discuss with their counsellor - especially if references are involved.
Careers Counsellor liaises with Deans, DP/HSS/Principal re pool of potential applicants for specific scholarships. For example, The Sir Douglas Myers, Sr George Elliot etc.
Careers Counsellors collaborate with Deans to complete all Uni scholarship applications and where necessary, with Principal/HoSS.
DP/HoSS and Careers Counsellor send letters to Principal for signature and despatch
This document is confidential to St Cuthbert’s College only. This document may NOT be reproduced.
Careers Counsellor responsible for notifying Year 13 students of process for letters of recommendation.
Note: Careers Counsellor to be collection point for all overseas letters of recommendation.
Careers Counsellor and DP/HoSS to draft and apportion letters of recommendation and source pertinent information from Dean.
DP/HoSS and Careers Counsellor send letters to Principal for signature and despatch.
SERVICE AT ST CUTHBERT’S
At St Cuthbert's we encourage all students to live by our SERVICE VALUES and College Motto ‘By Love Serve’ through active service. In doing so, students learn that real leadership is about service to others, and a belief in something beyond themselves.
Our service programme aims to teach students to understand how they have a responsibility to give back to our wider community. Through the benefits of volunteering, our students grow to become socially responsible leaders who are inclusive, compassionate and engaged Global Citizens. Volunteering also helps students experience the joy of giving, gain a sense of belonging to our wider community and feel proud of themselves, which in turn will boost their wellbeing.
As part of our service programme every Tutor Group and Years 7-8 Homeroom will participate in at least one service trip, which will take place during Period 5 and lunchtime on Tuesdays and Thursdays. The Tutor Teacher and Homeroom Teacher is expected to accompany their class on the service trip.
The current locations of our service trips are:
1. New Windsor School where we help with their literacy programme.
2. Communities Feeding Communities, which is part of Presbyterian Support Northern, where we work in the community garden and kitchen and pack kai boxes in their Social Food Pantry for families in need
3. Elizabeth Knox Home and Hospital where we visit the elderly and provide companionship. Some students will give a musical performance or take residents for a walk.
In addition to these service trips, the Tutor Groups and Homerooms will also carry out classroom-based service activities during at least one Tutor Group class, such a packing hygiene products for the College’s Girls In Need Initiative and pencil cases for School Start, First Impressions.
The College’s Service Coordinator will be in touch with each Tutor Teacher and Homeroom Teacher about the timing of their service trip and classroom activities. Staff are encouraged to assist driving the students in the College’s minivans on these service trips if they have a full driver’s license and feel comfortable doing so. Staff are able to have practice driving lessons which can be arranged with the Property Department.
The Tutor Teachers and Homeroom Teachers are also expected to encourage and remind students to participate in:
1. The termly Foodbank collections in support of Communities Feeding Communities
2. The Beds on Blankets/winter PJ collections
3. The Togs collection for the Painga Project; and
4. The Christmas Giving Campaign.
Year 11 Diploma –Service Component
Tutor Teachers are expected to check in with their Year 11 students each term to help monitor their progress in completing their Service Component of the Year 11 Diploma. For 2025, the Year 11 students are required to complete 30 hours of service outside of school time by 12 September 2025.
Any queries regarding service activities and service trips please contactPenni McGarry – Service Co-ordinator
APPENDIX POLICY LIST
POLICIES
Code of Conduct
Discipline Policy
Bullying and Harassment Policy
Food and Nutrition Policy
Guidelines on Stand-down, Suspension, Exclusion, Expulsion Policy
