Annrep2012WebsiteVersion/AnnualReport/BOT 2PRINCIPAL’S ANNUAL REPORT2012VISION STATEMENTOur Vision Statement and its visual representation underpins teaching and learning and ourvirtues at Hill and is:“At Pukekohe Hill School we are a communityof lifelong learners committed to achieving our bestand making a difference”The visual representation is illustrated to the right and a descriptionof its components noted below.Heart symbol: Represents our virtues and partnership with Maori.Kohekohe leaves: Represents the skills for lifelong learners and thekohekohe tree which is part of our Pukekohe name.Hill logo: Part of our identity and represents striving to the top todo our best.Sun and its Rays: Represents the many cultures of our students.Market Gardens: Represents Pukekohe Hill and how we can make adifference as we move towards the future and recognise the past.It also reflects our connection as an Enviro and Health promoting school.Over 2012, the school’s vision statement was promoted along with its visual representation.Visual representations are included on signage and in the Learning At Pukekohe Hill Booklet.In 2012, the visual representation was included in a range of school documents, several postertype documents were created for class and community promotion, family newsletters maderegular note of the vision and outlined the meaning of the visual symbols. Our vision statementis also a powerful affirmation of the importance of professional development and learning aspart of delivering effective teaching and learning.INTRODUCTIONThis Annual Report covers the 2012 school year. It is designed to complement the FinancialStatements, and other school documentation such as monthly board reports, newsletters, selfreview reports and the school’s Charter, Strategic Plan and Action Plans, to provide anoverview of 2012 and to indicate future directions for 2013 and beyond.These reports are presented with reference to the National Administration Guidelines.NAG 1: CURRICULUM AND STUDENT ACHIEVEMENTThe Board and staff recognise the importance of providing high quality programmes based onthe New Zealand Curriculum framework. Achievement is promoted by providing a balancedcurriculum which implements learning programmes based upon the vision, principles, values,key competencies and learning areas of the New Zealand Curriculum statement.Curriculum Delivery and National StandardsThe school delivers its curriculum by way of curriculum delivery policies, curriculum maps,implementation plans, syndicate overviews, specific unit plans, teacher concept planning booksand comprehensive assessment and evaluation procedures. Over 2012, the school continued to
Annrep2012/Annual Report/BOT 3refine and implement its curriculum delivery using a Concept Based Inquiry approach throughcurriculum mapping. Our belief is that this approach is beneficial both in terms of children’slearning, and in meeting key themes and competencies that are important components of theNational Curriculum.Information on Curriculum and Student AchievementCurriculum and student information is provided to the Board and school community in a varietyof ways including this Annual Report. These include monthly classroom highlights reports, thePrincipal’s monthly Board reports, a schedule of reporting assessment outcomes to the Board,formal and informal parent-teacher interviews which may also involve students, parentinformation meetings, whanau hui, curriculum team leaders meeting trustees, written pupilreports, nationally normed Progress and Achievement Testing (PAT) and STAR (spelling),School Entry testing, school wide running record analysis, and curriculum team self reviewreports.The programme of providing student performance data to the Board of Trustees throughout theyear is formalised by a reporting schedule document. The use of ICT software programmesenhances information capability, data analysis for the current year and in providing historicaldata to help inform future strategic planning.The data provided below is a resumé of the much moredetailed analysis provided to staff and the Board of Trusteesover 2012. Overviews of assessment data and studentachievement targets relating to National Standards werealso shared with the community through newsletters. It is asnapshot of a wide range of additional data that wasgathered.Some of this data has informed staff and trustees in thesetting of numeracy and literacy targets for improvingstudent achievement in 2013. These targets and thevariance reports that inform them form part of the Charterand Strategic Planning and Reporting structure.Haere mai ki Pukekohe Hill
Annrep2012/Annual Report/BOT 4Report on School Improvement Targets for 2012: Analysis of Variance.A feature of this 2012 Annual Report is the continuing analysis of variance as part of reportingon student achievement. This is also part of Ministry of Education strategy to improve overallachievement levels and reduce any systemic under-achievement. The linchpin of this strategyis seen as the strengthening of family and community engagement in education and anenhanced emphasis on the quality of teaching and learning programmes. The success of thisstrategy at a national and local level requires adequate funding and resourcing, commitment byall stakeholders, and importantly, a range of supporting social and economic policies.The Planning and Reporting legislation is a key lever in making this strategy work, and hasbeen incorporated into the Charter, Strategic Plan and Action Plans of Pukekohe Hill School.In keeping with the nation wide focus on literacy and numeracy, Hill School chose school wideand key group targets in reading and writing in relation to National Standards as well as overallteacher judgements in mathematics.These targets were discussed at staff professional development and syndicate meetings, refinedby the school’s Leadership Team, outlined to and confirmed by the Board of Trustees andnotified to the community. The targets were also part of professional development emphasesand the school’s curriculum planning.The targets can be seen as arising from the school’s extensive self review processes whichreflect on the operations of the school through review of each NAG area.The Curriculum Target Plans in literacy and mathematics developed for the 2012 yearincluded: Base Data – The situation now What informs us and assessment tools used First steps and Resources Targets Set Barriers and Quality Action required Expected Outcomes Actual Outcomes Reasons for Variance Further Development
Annrep2012WebsiteVersion/AnnualReport/BOT 3Self ReviewThe school has well developed self review processes which have been refined over time. The CurriculumTeam and Board self review report system was continued in 2012. These reports prepared by CurriculumTeam leaders, Board members with portfolio and committee responsibilities, and the Principal, identifyachievements and make recommendations for the following year. An initiative continued in 2012 was forFixed Term Unit holders with specific curriculum and leadership responsibilities to also provide a selfreview report as part of reflective practice. Self review reports are useful and practical documents whichtrack progress and encourage change and growth. They are part of a school wide self review process, and fitwell into informing the development of Action Plans and Strategic Planning.Specific Programme and Curriculum DeliveryThe Board and staff recognise the value of promoting whole school activities, involving outside personnel inprogrammes, giving cultural opportunities and providing programme “highlights” for our pupils which focuson specific curriculum and cross curricula areas.Sporting Events: Throughout 2012 the school was able to celebrate a wide range of sporting eventsdelivered through the Franklin School’s programme of School, Group and Zone Championships. The PEand Health Team and Syndicates also have an active approach to in-school opportunities including externalfacilitators representing major sporting codes, participation in specific field days, and the ongoingresourcing of sporting equipment.Highlights in 2012 included results and events such as:Over the year, rugby teams coached and managed by caretaker Luke Hindt and Rick de Kock entered aCounties Manukau tournament with excellent results including 1stand 3rdplaces, a team travelled toDevonport and performed well at a Barbarians tournament, winning their section, and sports teachersorganised an exciting and popular class touch rugby tournament.Well organised school cross country programme with students gaining 10 top 10 placings at Group leveland representing Hill at the Franklin championships where 4 runners gained top 10 placings and were part ofthe Central Group who won a 1stand two 2ndplacings in team competition.Orienteering programme for senior classes and teams placed well in Franklin champs coming 4thand 7th.The cricket team retained the cricket trophy 4 years consecutively in their annual match with Patumahoe.Hockey teams complete in Franklin tournament with teams placed 3rdand 4th in their grades, severalstudents achieving Counties Manukau representation.Team enters Franklin Triathlon event, and individuals compete in Sanitarium events in Hamilton andAuckland.Our best overall result in Franklin padder tennis with boy’spairs taking out 1st, 2nd, and 4th in Franklin Champs, and girlsteams 2nd and 3rd places.A team of 13 swimmers represented the school at Group Day,and 5 qualified for the Franklin swimming champs with somepleasing results.In the Cultural Festival T Ball sporting event, our 2 teamsgained 1stand 2nd places in their sections.In athletics, over 50 students qualified from schoolchampionships for Group events. At Group day, the teamgained over 30 1st-3rdplaces. A team of 19 qualified forFranklin champs and gained an impressive 15 1st-3rdplaces infinals against the best athletes in our region.In Netball, 7 teams – 3 more than in 2011 – entered a Franklin championship, with Hill A gaining 2ndplaceand Hill B winning their grade.
Annrep2012/Annual Report/BOT 4An initiative in 2012 was a Fundamental Skills programme for Year 2 children taken by Counties ManukauSports coaches. In part, this programme recognises that children are growing up with fewer skills developedby casual play at home and changing patterns of play where indoor living and IT based activities dominate.Led by Julie Brook, a group of students led a successful and popular Jump Jam programme at lunchtimesand a team was chosen to take part in a Franklin tournament.A regular lunchtime walking group led by Shirley Smart for students and staff linked to Health Promotingschool and the start of a Walking School Bus as part of a TravelWise initiative.Hill provides the venue and provides support for the Hill Netball Club, and the training and match venue forthe Pukekohe Metro cricket club on our shared artificial wicket.Kiwisport funding and sports leader organisation provides coaching and skills training forstudents from Daniel Fulton Swim School, including senior students going to Patumahoe for coaching.EOTC and Cultural Opportunities: There were a number ofeducational opportunities provided outside the classroom(EOTC). These form part of the general curriculum of theschool, giving a focus or highlight to a particular topic or theme,usually related to our Concept Inquiry Learning. Included arecultural, musical, visual art, camping, safety, dance, andcharitable events. The organisation and planning of staff isespecially appreciated as is the support of parents and friends ofthe school who accompany students and support this aspect ofteaching and learning. The details of these events are usuallynoted and celebrated through newsletters, classroom highlightsreports to the board and classroom displays.Some of Franklin’s top padder tennis playersIn 2012, EOTC highlights included:A senior camp for Year 5 and 6 students at Port Waikato.Participation for first time by kapa haka group in a Multi Cultural festival as part of our Te Huarahicommitment.Overnight camp for Year 3-4 students which included a marae style sleep over in the hall for some studentson one night when a storm made tenting impossible.Whole school technology challenges led by Carol Paterson each term linked to inquiry concepts andorganised in either syndicate or whanau groupings.Numerous educational visits usually at a syndicate level to complement term inquiry concepts.Weekly and other lunchtime opportunities for students including jump jam, walking group, librarycertificate group, ICT middle and senior school groups, Education for Sustainability team, Health PromotingSchool group, variety of choirs, kapa haka, Mini Olympics activities day and fundraiser in whanau groups.Keeping Ourselves Safe(KOS) programme for juniors.Children With SpecialAbilities: The school has astrong background ofproviding a range of activitiesto cater for special abilitygroups of students. Childrenare identified andrecommended by classroomteachers, and a data baseorganisation is wellestablished. For many years Hill School had arranged andhosted programmes for the Franklin Network of schools for
Annrep2012/Annual Report/BOT 5Children with Special Abilities from Years 1 – 8, and it is pleasing to see Waiuku Primary now taking onFranklin Network responsibilities.The academic competitions organised by the Testing Centre attached to the University of New South Walesare made available to groups of students in Mathematics, Science, English, Spelling, and Computer Studies.Organised by Malcolm Laurence, highlights in 2012 included the English results with 1 Distinction and 12Credit results, mathematics students gained 1 Distinction and 11 Credits. Spelling entrants gained 1Distinction and 8 Credit results, and in computer studies it was pleasing to achieve 1 Distinction and 5Credit results.Other events and activities that catered for special ability groups included our Ambassadors attending aYoung Leaders day motivational seminar, Malcolm Laurence taking a speech maker group in preparationfor school competition which saw Kyla McNaughten representing the school at the Franklin championshipsand gaining 4thplace. A group of 20 hockey players travelled to Waiuku for coaching from Black Sticksmembers, and another group enjoyed a sports development workshop. A group also attended a digitalanimation workshopMathex: The Franklin Mathex competition is a popular event and is incorporated into our school mathsprogramme competition that leads to our 2 top class teams competing against other school based teams. In2012, the Room 19 team gained 4thplace from the 39 teams competing.Literacy Support: Improving literacy has always been a priority for NZ schools and has been highlightedby broad government policy statements which schools then need to put into action. Over the 2012 year,considerable time, human and financial resources have been focussed on literacy. In addition to regularclassroom programmes, support has been given through programmes delivered to special needs children bysupport staff, and withdrawal programmes for children with English as their second language, including alanguage experience programme which has been increased to two groups of junior students.E.S.O.L (English Speakers of Other Languages) During each term, up to 35 children from a number ofethnic backgrounds received assistance as students who do not have English as their first language.The data below indicates the ethnicity of the 28 (32 at this time in 2011) students at Hill who met thecriteria for non- English Speaking background funding by the MOE at mid year.South African: 1 Bangladeshi: 3 Fijian Indian: 4Indian: 13 Tongan: 3 Malay: 1Kampuchean: 1 Chinese: 1 Filipino: 1The first languages spoken by these children are Afrikaans, Hindi, Punjabi, Bengali, Gujarati, Tagalog,Russian, Malay, Khmer, Tongan and CantoneseWe do have considerably more children from some of these backgrounds, who also may be included inprogrammes but they do not meet the criteria for any additional funding.Special Needs: The school meets the challenges of providing support for children with special needs in bothclass and withdrawal situations. There is a balance of in-class support and withdrawal groups. Therecontinues to be separate programmes with a language, mathematics or developmental emphasis beingprovided for over 90 students by both teaching and support staff. A voluntary initiative that had begunseveral years ago at Hill to transfer the teacher staffing component of ORS funded students to eitherParkside School or the Kelston School for the Deaf so that their specialist personnel could have a regularand specific role in the learning needs and programmes of these students was made mandatory for allschools by the Ministry of Education in 2012.Perceptual Motor Programme: Delivery of a Perceptual Motor Programme was continued in 2012 and isenhanced by a purpose built and set up room. Ongoing support by the Board has been appreciated as is theskill and commitment of PMP coordinator Kathy Moorhouse. PMP is provided for Y 1 – 2 classes, and theprogramme delivery is sustained by the support of teaching staff and parent volunteers. PMP is wellestablished as an important component of learning delivery for junior students.
Annrep2012/Annual Report/BOT 6Maori Language Week: Maori language week was celebrated and acknowledged in a number of waysthroughout the school. Teachers had a focus on te reo as part of our culture inquiry concept, including MaoriTeam leader Jade Chamberlain arranging for senior kapa haka students to visit classes, the Family newsletterincluded information on the “Arohatia te reo” – cherish the language theme, use of te reo in the newsletteritself and Maori proverbs.Cultural Festival: The school was well represented at the Cultural festival held at Intermediate. This eventhas become part of our Te Huarahi calendar. Two sports teams performed well with one team winning firstplace in their section and the other gaining second place. Our kapa haka group led by Whaea Mae Mura andJade Chamberlain performed for the first time at the festival on the main stage. We were very proud of ourtamariki and the pride, passion and joy they showed. This was excellently captured in a front page photo ofthe group in a Franklin County News item.Kia kaha, kia manawanui! Pride, passion, training and commitment!Concept based Open Days/Evening and Hui were held for families. Maori families were specificallytargeted for some occasions including personal whanau letters, and a general invitation was given to all ourcommunity. Events that had consultation and information components over the year included a JuniorInformation evening, meet the teacher interviews at the beginning of year at and at mid year, and celebrationof learning performances. A whole school Open Evening attracted over 1000 parents, students and whanau.The key aims of these occasions were to inform families, encourage students to share their learning, andenable staff to promote the learning that has occurred, especially with regard to concept inquiry, ourintegrated curriculum, and how families could support children.Te Huarahi: During 2012, an initiative begun in 2009 by Pukekohe High School to invite local schools toform Te Huarahi, with the aim of getting schools and whanau working together, was very active, and a teamof 4-6 Hill parents and staff were regularly involved in Te Huarahi hui. The aim of Te Huarahi is stronglylinked to improving student achievement through closer and more productive partnerships both betweenschools and with families. Over 2012, the focus was on achieving the goals and kaupapa of the strategic planpathway which has been shared with Hill Staff and families and is on display in the school foyer. Anotherfocus was to consult whanau over the introduction of a Maori Enrichment class for Year 5-6 students in2013, a concept that gained strong support. Hill staff have had a particular interest in the Early Childhoodgoals and activities of the ECE sub-committee of Te Huarahi. In 2012, a Te Huarahi Trust was established togive a governance focus and to be stewards of significant funding provided for a 3 year term by the JRMcKenzie trust. The Principal is a member and Treasurer of the Trust. In 2012, the Trust appointed DobbieMartin as its first paid Community Liaison person.Te Huarahi Targets: A new section of our Strategic Plan includes reference to the targets of the TeHuarahi Strategic Plan pathway that was developed by staff from local schools, other agencies and groupsand some community members.The 5 main target areas and related goals to be achieved by 2015 are noted below.1. Early Childhood – Every three year old Maori child will access pre-school education prior to comingto school.2. Whanau Education – The Te Huarahi group will offer 8 educational opportunities to the whanau inour area.3. Celebrating Success – All schools participate in a celebration of culture in our area. Te Huarahicontribute 8 stories of success per year to media and marae.
Annrep2012/Annual Report/BOT 74. Building Authentic Relationships – Schools will make face to face contact with every Maori familyon their roll. All schools will be offered the opportunity to participate in a Te Tiriti workshop. Allschools will offer to all staff the opportunity to enrol in the Mauri Ora tikanga Maori programme.5. Raising Achievement – 100% of Maori children will achieve age appropriate benchmarks and/orpersonal potential. Other measurable data for Maori students are comparative to non-Maori e.g.attendance, retention and discipline etc.The challenge over 2012, and going forward for individual schools and their communities, is to makeprogress towards meeting the aspirational targets that have been set.Whanau Hui: As planning was underway with Te Huarahi, a number of whanau hui were also held atschool. There was excellent support for these hui from a core of 5 – 8 staff, and the leadership andcommitment of Jade Chamberlain, Wendy Bates and Anne Boulton is commended. A variety of strategieswere used at the suggestion of those attending and at our own initiative, to promote participation in thesewhanau hui, but attendance as a percentage of Maori families of the school continues to be low. In 2012, amanagement unit to promote community liaison first introduced in 2011 was approved by the Board forAnne Boulton and this continues as a successful initiative.Whanau hui consultation, korero and engagementMaori Enrichment Class for 2013: Over 2012 we discussed the possibility of a Maori Enrichment class forHill students. After initial feedback from our Board of Trustees and informal discussion with some whanau ,this concept was taken to a whanau hui where there was a real enthusiasm for the idea and so a hui was heldfor families and there was a great response from the 90 parents and students that attended. The Boardapproved the concept for 2013 for Year 5 and 6 tamariki and by the end of year children and families fromdifferent cultural and ethnic backgrounds had volunteered for this class, and a teacher and teacher aide hadbeen appointed.The model for the Enrichment class will be similar to those that have been running successfully at PukekoheIntermediate. The Enrichment Class programme will include our school and national curriculum but alsohave a particular focus on aspects of te reo, and tikanga maori. All tamariki in this class will be included inour kapa haka group.Family Conferences and Reports: Over 78% of families attended initial Family Conferences in Term 1and 75% came to mid-year conferences. The inclusion of students at these opportunities has enhancedaspects such as next learning steps and sharing learning goals with parents. There has been positive feedbackon this approach. Parent Report documentation had some modifications relating to national standards, and 2written term reports were provided to families at mid-year and end of year.Celebrating and emphasising the arts in action took place in many ways, and included:Hill choirs led by Wendy Bates and Liz Reid impressed in a range of opportunities including at Anzac day,Kids for Kids World Vision concert with Suzanne Prentice, Lakeside Home Christmas concert and at schoolassemblies.The Hill kapa haka group continued in 2012 with tutor Whaea May and performed in a number of differentevents and celebrations, with particular highlights including performing so well at their first cultural festivaland leading a mihi whakatau for the ERO team.
Annrep2012/Annual Report/BOT 8Polka Dots show related to TravelWise included student workshops.Book week presentations and workshops by local illustrator Bruce Potter.An enthusiastic “Kiwi As” concert by Year 3-4 classes.A keen weekly ukulele group practice enthusiastically with Mrs Reid.Talent contests and discos run by student Ambassadors and several other student groups.Students learn keyboard, guitar and drums with tutors at school with students achieving well in exams.Journalism group with Mrs Green produces attractive senior Hill Year book.Senior school speech competition and entry to Franklin championship.Talented arts group take 3rdplace in Franklin Arts festival led by Mrs Williams.Arts Festival 3rdplace Top Hill literacy and maths students in New South Wales competitionsPrizegiving Celebrations: Partly because of our size, and our aim to celebrate children throughout theschool, there are 3 separate prizegiving celebration events at the end of year.Each event has developed its own style and flavour, and the community support given is excellent. The widerange of academic, cultural, sporting and relational awards, trophies and certificates also partly reflects thehistory of Hill School since 1952, and those areas of curricula, extra curricula and attitudinal virtues that ourcommunity considers to be important.An ICT Club has proved a popular and useful initiative for both the individual students involved and theskills they have brought to classroom use of ICT and related equipment and the role these students have hadat using data projectors, overhead projectors, sound systems and laptops for occasions such as syndicate andschool assemblies, public functions, concerts and prizegiving events. In 2012, two separate clubs operatedfor Year 4 students in addition to the Year 5/6 group. The role of teachers Heather Murray and Rick de Kockin leading these clubs is much appreciated.Learning Hub Established: A Learning Hub of computers located in the large foyer between the Sizemoreblock and Rooms 20/21 was established and became operational in 2012. Installation included electrical andcabling work, student coat and bag hooks relocated, plastering and painting, computer work desks installedand computers set up. The hub has increased our capacity for students to access ICT devices to enhance theirlearning. The resourcing for this project mainly came from a PTA donation and the donation of computersfrom Bluescope Steel. Thanks to Rick de Kock, Josh McDonald, Heather Murray and Luke Hindt for theirsupport of this initiative.
Annrep2012/Annual Report/BOT 9Learning hub enhances learning Top fundraising students Netball for all.Leadership by Students: Students show leadership in many ways both informally with their peers andmore formally in groups and activities. These include our: Ambassadors, student ICT and AV team,Environment for Sustainability group, Health Promoting team, Travelwise group, kapa haka leaders, houseleaders in sports, students running events such as miniwheels, arranging talent contests, whanau technologychallenges, and over 100 students who show leadership as monitors in such areas as road patrol, lunches andwet day supervision in classes, office reception, and sports shed.Virtues: After initial consultation with the community, virtues such as honesty, self discipline, enthusiasm,respect and responsibility were given particular support. The Virtues programme was first introduced as aninformal part of classroom teaching and management and promoted to the community through newsletters.The Virtues programme has continued with some refinements and is now a core part of defining what wevalue at Hill School. Feedback from staff and the community has been both supportive and positive. In2012 the Concept based inquiry approach is in operation across the school, and the decision to incorporaterelevant virtues with each inquiry concept focus is a key component of Hill being a virtues driven school,with strong links to the values and key competencies which are now part of the New Zealand curriculum.Website: The school’s website is regularly maintained by the Library Assistant and attracts positivecomment and modest access by the community. The address is www.pukekohehill.school.nz. The Boardapproved funding for a website upgrade, and the aim is to launch a “new look” site in 2013.Concept Based Learning: Over 2012, a Concept BasedIntegrated Curriculum Inquiry approach to learningcontinues to be our key way of delivering the curriculum.This approach to curriculum design and teaching has a veryclear “fit” with the intent and direction of recent changes tothe New Zealand Curriculum. The roles of AssistantPrincipals Wendy Bates and Malcolm Laurence, with thesupport of Syndicate leaders are key drivers for success anddevelopment in conjunction with overall staff contributionsat Curriculum team and individual level.Community Partnership and Involvement: A feature of Hill School is the high level of communitypartnership and community involvement that can be identified throughout this report and is often highlightedthrough monthly reports to the Board and weekly newsletters. It is also worthwhile to note the link betweenthis section of the Annual Report and our School Vision Statement in terms of the social action aspect of“making a difference”. Some examples are noted below:Our School Picnic attracted an estimated 900 students and whanau.With stalls, food, and entertainment in a relaxed evening setting, therewas very positive feedback. A focus for staff was to see this as anopportunity for kanohi ki te kanohi with whanau.Daffodil Day, World Vision, Christmas Box appeal, Funky FeetFriday, Cultural Mufti day, were all 2012 events often with afundraising focus for external causes, and linked to our virtues orconcept inquiry themes.
Annrep2012/Annual Report/BOT 10Special note is made of a whole school Mini Olympics fundraiser that enjoyed excellent communitysupport, and the initiative of senior students who sold cookies and bars in the community to raise funding in2011 for their own 2012 camp costs.The excitement, tension and skills of Mathex 2012. Pacifika Teacher Aide Certificate attained.NAG 2: DOCUMENTATION AND REVIEWCharter and Strategic Planning: The school has extensively added to and made major structural changesto its range of Charter and Strategic Planning documents which are reported annually to the Ministry ofEducation. The Charter was updated for 2012 – 2014 and includes specific sections on curriculum, studentachievement, review processes, personnel, property and finance, health and safety, community partnershipand relevant action plansPolicy Review: The Board has developed a robust and systematic policy review processThe policy review process includes: An invitation to the school community to participate. Policies made available at the school foyer counter. Invitation for staff to contribute, especially where they have responsibility roles. Leadership Team review of some policies. Policies and amendments brought to the Board for consideration, further amendment and adoption. Amended policies inserted as Nag related “sets” on completion of review process into TrusteeManuals, staffroom and community policy booklets. Other than the paper copies noted above, all policies are accessible through the TeacherShared/Administration/Policies section of the school intranet.Review Schedule: The Policy Booklet is organised into the 6 National Administration Guidelines andthere is a three year review process covering the 78 policies.National Administration Guidelines: Review DateNag 1 Curriculum and Student Achievement 2012Nag 2 Documentation and Self Review 2012Nag 3 Employer Responsibilities 2013Nag 4 Financial and Property Management 2013Nag 5 Health and Safety 2011Nag 6 Administration 2011Linkage to Strategic Plan:The policy review is noted in the Strategic Plan under section 2.11.
Annrep2012/Annual Report/BOT 11NAG 3: PERSONNELThe continued effectiveness of school programmes, management and administration, depends heavily on theexpertise and commitment of the personnel working in and for the school.The Board and Leadership team have continued to develop and implement personnel policies which promotehigh levels of staff performance, use educational resources effectively and recognise the needs of students.The Board also takes a positive role as a good employer and acknowledges in its operations the conditionscontained in collective and individual employment contracts for both teaching and non-teaching staff.Staffing Initiatives: Over 2012, support staff member Mele Wilson took on an additional role in being ourhostess for a community “drop in” coffee club established for one morning and afternoon weekly. In 2012,two ORS generated staffing components were transferred to Parkside School and Kelston School for theDeaf, in an arrangement where their specialist teachers could support ORS funded students at Hill.A staff data base is in place that holds a variety of employment related information, and is useful inidentifying aspects of EEO information and responsibilities.Board of Trustees: In 2012, members of the Board were Kishor Kanji (Chairperson) Ros Phillips, AndrewTrow, Andrew Morgan, Catherine van der Vegte, Simon Vale, Wendy Bates, and Graeme Rix. Trusteeshave additional committee and portfolio roles, and members have an extensive Board Manual that has beenprepared to assist trustees in their role. During 2012, the Board reviewed its committee and portfolio jobdescriptions as part of its self review process.In 2013, national elections will be held for school boards, and a number of the current board, including anumber who have been long standing trustees have indicated they are unlikely to seek re-election.Chaplaincy Service: An initiative approved by the Board several years ago, and successfully continued in2012 was the role of the school’s first chaplain, Mrs Rowena Haldane. This service for students and staff isarranged through the Churches Education Commission. At year’s end Mrs Haldane moved out of the areaafter 3 years of committed and helpful chaplaincy at Hill, and a new chaplain, Mrs Alicia Trethowen, willtake up this role in 2013.Leadership and Management Units: The Board has a comprehensive Unit Allocation policy statement onUnits which aims to provide a transparent and fair process regarding unit focus areas and allocation.At Hill School, units have been incorporated into the curriculum focus and needs identified through theStrategic Plan, as well as those committed to permanent management and leadership appointments.Professional Development: A Staff Development planwas established and policies are in place which enhancethe plan’s delivery. The Action Plans and Strategic Planhave considerable impact on human resource developmentas do the Performance Management Systems in place.The overall level of Human Resource Development and itsoutcomes can be seen as an indication of the Board’scommitment to promote and fund staff development,curriculum and professional training opportunities.Human Resource Development in the form of stafftraining, curriculum and professional development is animportant component in meeting both the performancemanagement aspect of NAG 3 and the ongoing programme of self-review of NAG 2.By providing developmental opportunities, the Board acknowledges the importance of life long learning forall those employed within the school and the impact of professional development in providing andpromoting quality educational outcomes.
Annrep2012/Annual Report/BOT 12Whole Staff Development:Had a focus on Assessment For Learning and Teaching as Inquiry. Evaluation Associates has deliveredthe first part of a two year contract around Assessment for Learning. This has been delivered to eleven staffmembers who have also shared their learning at syndicate meetings. The Principal and two A.Ps have beenpart of the eleven with the A.Ps also withdrawing groups of targeted learners. The focus has been aroundYear 3 and Year 4 WritingICT professional development. This 3 year contract concluded in 2012. This has been delivered in a rangeof ways: identified staff members attending conferences, such as U.Learn and Learning at School, teachersworking with the ICT Team leader/s and cluster facilitator David Kinane, whole school developmentworkshops, and voluntary workshops. The leadership and mentoring roles of Heather Murray and Rick deKock have been valued as has been the strong level of sharing and collaborating by staff across the school.Mauri Ora. A major commitment by 35 teaching and support staff to complete this 12 month coursethrough the Wananga of Aotearoa began in 2011. Participation was linked to our Te Huarahi goals. Someprofessional development time was allocated for sharing and discussing as well as providing time for the 3Kaitiaki from the wananga to meet with us. This course has been of real value for staff both personally andin their support and teaching roles at school. The Mauri Ora kete modules were completed in 2012 andcelebrated with a special morning tea.Cricket team retains trophy for 4thyear! Life long learners model our vision statement andCommitment to Te HuarahiNAG 4: FINANCE AND PROPERTYLegislation on property and financial management gives responsibility for boards to allocate funding toreflect the school’s priorities. Through the Operating Grant, school fees, trading opportunities, private andbusiness donations, additional funding negotiated through the Ministry of Education and funds madeavailable by the PTA, the Board of Trustees looks to maintain and develop the resource base of the schoolby providing new physical resources, and by managing, repairing and upgrading existing resources. In 2011,there was consolidation and expansion of the significant resource base of the school.Kiwi Sport Funding: A requirement of Annual Reports is to note expenditure on Kiwi Sport funding that isidentified through our Operational Grant. In 2012, the school received $7368.00 which was spent onemploying swimming tutors for skills based activities.Resource Room: Over the years, the Resource Room has had 3 significant building extensions to cater forthe demands of a growing school and a very comprehensive resource base. Staff are able to use a scanningsystem and computer data base programme for borrowing and searching. The most recent extension hasallowed additional storage shelving, a work area for teachers, a teaching area for small groups andplacement of additional copying facilities. Our Resource room is of high quality, and attracts very positivecomment from visiting teachers.
Annrep2012/Annual Report/BOT 13ICT and Audio Visual Upgrades and Development: Information technology continues to be a majorfinancial commitment for the Board of Trustees. In 2012, through Board and PTA funding, fourteencomputers were upgraded and replaced, new cabling and switch equipment was installed in some workareas, Tela laptops were replaced as leases were renewed, and a variety of software was purchased. Anumber of laptops were provided for special needs student use and a class space set up for use by studentsand their support staff. The server room was upgraded and modified as part of a new building project. In2012 all classes had the use of data projectors and powered speakers or large screen televisions linked tolaptops. A Learning Hub of 12 computers was set up in the large foyer between Rooms 20/21 and 15/16.This has been a welcome addition to our infrastructure as is the learning area adjacent to Room 18.At year’s end, a major SNUP (School Network upgrade) was planned as a shared MOE and Board cost andapproval had been given for a UFB ( Ultra Fast Broadband) connection to be installed giving fibre to thegate capacity.Roll Growth Classrooms/Property Project: MOE, funding was approved for 3 roll growth classrooms.Over 2011, planning was undertaken to renovate the current staffroom and library as well as the PMP roominto classrooms, and build a new staffroom, library learning centre, and multi-purpose facility. This majorproject began towards the end of 2011 and was completed in 2012, and has proven to be a very welcome andeffective addition to our building infrastructure and is enhancing learning in a number of ways.Financial ManagementPayroll: Teaching Staff and Support Staff were paid through the Multi Serve payroll authority until partway through the year when the MOE appointed a new payroll provider, Novopay. This change is seen as amajor blunder as from the first pay period, there were a completely unacceptable number of non- payments,under and over payments to teaching and support staff across New Zealand. The education payroll ispossibly the most complex and certainly one of the largest in NZ. The Australian firm appointed, Talent 2and its software programme development and staffing seem unable to meet the requirements of deliveringpayroll which is of real concern to Boards as the employer of staff.Audit Report: It was pleasing that an Unqualified Audit opinion was received for the 2011 year, but this isunlikely for many schools in 2012 because of the inaccuracy of the Novopay system as noted above. Afinancial support contract with Ed Tech has assisted the Executive Officer and the audit process over 2012.PTA Donations: During 2012, the PTA was generous in donatingover $ 27 700 and raising over $17 000 net, with a healthy closingbalance of over $21 500. These donations were used for: assistingstudents to attend camps and trips, junior class tile project, kapahaka uniforms, prize givings, special needs sound systems, libraryfurniture, ICT Learning Hub, major hall sound system installation,sports equipment, and supporting school trips and bus hire costs.The overall contribution of the PTA with the support of the schoolcommunity was a real credit to the 2012 PTA Committee.Sausage sizzles are a popular fundraiser.School Donations: A positive and regular approach to school donations saw the budgeted income of$18 000 slightly exceeded with income of $18 270 ($21 000/ $19 300 received in 2011), in what was adifficult year financially for many families. There continues to be an awareness that school donation levelsare well short of their maximum potential if all families were to contribute, and the donation levels set havenot been increased for a number of years.Sponsorship, Grants and Other Income: In 2012, sponsorship, grants and other income included: $2 641from Postie Plus, $500 from Photolife, $1 000 from Grassroots Trust and $373 from Waitemata HealthBoard. Newsletters were supported by the Pukekohe Professionals, and there was ongoing support fromPukekohe McDonalds, Pukekohe Nandos, Pukekohe VTNZ, Lions and Rotary Clubs.
Annrep2012/Annual Report/BOT 14NAG 5: HEALTH AND SAFETYFirst Aid: A staff data base is in place to identify the type, level and date of previous training. In 2012, anumber of staff undertook St Johns Workplace First Aid refresher courses. At year’s end, a total of 14 staffheld this First Aid qualification.Health Centre: Regular improvements were made to documentation and advice on care of general injuriesand the care required for specific children. During the year, time was taken with staff to review proceduresincluding significant incidents, including severe allergies. In 2012, the health and medical conditions andtreatment sections data base held at the Health Centre was reviewed and updated.Health and Safety Committee: The Health and Safety committee comprises both staff and board membersand was active in 2012, with a particular focus on hazard identification, and policy review. There is a closerelationship with the Property Committee which is helpful.Evacuation Scheme: A Fire Service Evacuation Scheme has been developed, approved, and wasimplemented in 2012. Evacuation drills are held once each term, and the Fire Service advised. In 2012, moreattention was given to earthquake response and a following a significant policy review in 2011, there wasalso a lockdown practice and the community was advised beforehand.Emergency Response Action Booklet: This booklet has been developed from the original NZSTAsponsored programme and was completely reviewed and updated over 2012. This document has particularimportance in the event of a civil defence or similar emergency.Pupils in Positive Playgrounds (PIPPS) This playground safety and monitoring programme has been inplace for over 10 years, with a number of modifications made over this time. Despite the strong rollincrease over this time, the statistics that are kept indicate a clear trending down of “Consequence Book”entries by duty teachers for inappropriate student behaviour. Links have been made with the introduction ofa school wide Virtues programme and the reduction in consequence book entries. Several all time lownumber of Consequence Book records were achieved over 2012.Health Promoting School Programme: Led by Mrs Smart, thestudent Health Promoting Team was active in 2012. One highlightwas the Master Chef competition that saw many weeks of deliciousand healthy meals being prepared in the Hauora Room in front of apanel of judges and student supporters enjoying our chef’s culinaryexpertise from the viewing area outside.The HPS team prepared food for a number of school events andhelped promote healthy eating options.TravelWise students organise mini wheels days.TravelWise in 2012: Led by Mrs Smart our TravelWise student team had a successful year, with eventssuch as Funky Feet Friday, Walking School bus, Polkadots show, Mini Wheels, Auckland transport cyclesafety lessons, all being part of TravelWise in 2012. In addition, staff were also involved throughTravelWise with Auckland Transport in local roading consultation changes which included major changes tothe Ward/Wellington Street intersection, and also the installation of a Kea crossing near the Junior Entranceon Green Lane. A highlight was the visit to a school assembly by Mayor Len Brown and some of AucklandCouncil’s road safety and community officers. Our kapa haka tamarikii welcomed the party and theTravelWise students team also made a presentation as the Mayor presented the school with its TravelWiseSilver award.
Annrep2012/Annual Report/BOT 15Cultural celebration at Senior Concert 2012 Welcome Mayor BrownNAG 6: ADMINISTRATIONThe National Education Goals and National Administration Guidelines allow for a range of self managementas well as providing the framework for centralised control by the Minister of Education through the Ministryof Education, the Education Review Office and a raft of regulatory legislation.Within this framework there is room for innovation as well as challenges, as the board and staff deliverteaching and learning programmes and strategically plan future directions for Hill School.Roll Growth:The School’s roll level continues to be a powerful dynamic which has wide reaching implications for schoolstrategic development and operational planning. Some statistics including historical trends relating to rollgrowth and pupil profiles are noted below.Total Enrolments July 1 Roll December Roll2012201020082021351925716145746176416162006 179 530 5812004 176 541 5872002 156 525 5562000 188 524 562ACKNOWLEDGEMENTSThrough reading these reports you will appreciate that our school continues to be an active, challenging, andstimulating environment.It is a pleasure to acknowledge the contribution of so many people and groups who enhance the life of theschool and help to give Hill a special character.The commitment of teaching and support staff is an essential ingredient for achieving learning outcomes andensuring that the school’s new Vision Statement becomes a living reality. The professional skills andwillingness to change by staff is to be commended, as is the curriculum leadership of Wendy Bates, andMalcolm Laurence, supported by the Leadership team.
Annrep2012/Annual Report/BOT 16In 2012 the school was reviewed by an Education Review Office (ERO) team and the very positive reportthat was received indicated the strength of school and Board leadership, organisation, administration,financial management, and most importantly the learning opportunities and commitment to student progressand achievement that the ERO team found evident through its review process. A particular feature of thisERO review outcome was that the school has been advised that the next review would be in 4-5 years, ratherthan the usual 3 yearly visit. This top commendation is only given to about 12% of New Zealand schoolsand is a significant recognition of the educational strengths and opportunities for student learning at HillSchool.Room 1 and 2’s stunning Vision Statement tile display Sharing our taonga with othersThe involvement of parents, caregivers and friends of the school is an important element in promotingschool goals and providing opportunities for children which enrich their learning experiences.The support of the PTA is much appreciated, especially their support financially for both school curriculumprogrammes and physical resources.The role of the school’s Leadership Team in partnership with the Board and staff is crucial to thedevelopment of the school. My thanks to the team of Wendy Bates, Malcolm Laurence, Shirley Smart,Carol Paterson, Lorraine Watson, and Anne Boulton.Thanks to the Board for their on-going support for growth in physical and property resources, and theirsupport for developments in teaching and learning opportunities which have characterised Hill SchoolBoards.Trustees make a positive contribution to governance in the school and have been ably supported throughregular contributions by Assistant Principal Malcolm Laurence, Executive Officer Jean Potter and therecording skills of Minute Secretary Valerie Tjoelker and Nicki Ingle.The Board has been ably led by Chairperson Dr Kishor Kanji, and Board members have taken on a range ofcommittee and portfolio responsibilities. The Board at the end of 2012 was Kishor Kanji, Ros Phillips,Andrew Trow, Simon Vale, Catherine van der Vegte, Andrew Morgan, Graeme Rix, and Wendy Bates. In2013, new Boards will be elected nationally, and most of the current Board have indicated they will notcontinue. Thanks to all our Trustees, with special thanks to outgoing Chairperson Dr Kishor Kanji for hismany years of trusteeship and his effective role as Chairperson, and to Staff Representative Wendy Bateswho has made a valuable contribution to the Board for over 15 years.The positive support of the Board throughout 2012 was appreciated as it contributes to the governance of theschool and helps to provide the conditions for effective management by the professional staff. Hill Schoolcontinues to be fortunate in having Boards which are not only committed to achieving goals but recogniseand value the strength of working harmoniously in partnership with staff and the community.
Annrep2012/Annual Report/BOT 17It’s appropriate to acknowledge and celebrate the children of our school. Each year as we farewell ourYear 6 students and celebrate with all our classes at prizegivings, it is a time to reflect on the enthusiasm forlearning, strong virtues shown, and positive attitudes, of so many of our students which bring credit tothemselves, their families and their teachers.Graeme RixPrincipalM.Ed Admin, BA, Dip TchngLearning is a partnership.We are all on a journey pulling together!