Principal Annual Report 2013

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PRINCIPAL’S ANNUAL REPORT
2013
VISION STATEMENT
Our Vision Statement and its visual representation underpins teaching and learning and our
virtues at Hill and is:
“At Pukekohe Hill School we are a community
of lifelong learners committed to achieving our best
and making a difference”
The visual representation is illustrated to the right and a description
of its components noted below.
Heart symbol: Represents our virtues and partnership with Maori.
Kohekohe leaves: Represents the skills for lifelong learners and the
kohekohe tree which is part of our Pukekohe name.
Hill logo: Part of our identity and represents striving to the top to
do our best.
Sun and its Rays: Represents the many cultures of our students.
Market Gardens: Represents Pukekohe Hill and how we can make a
difference as we move towards the future and recognise the past.
It also reflects our connection as an Enviro and Health promoting school.
Over 2013, the school’s vision statement was promoted along with its visual representation.
Visual representations are included on signage around the school, and in the Learning At
Pukekohe Hill Booklet. In 2013, the visual representation was included in a range of school
documents, several poster type documents are presented for class and community promotion,
family newsletters made regular note of the vision and outlined the meaning of the visual
symbols. Our vision statement is also a powerful affirmation of the importance of professional
development and learning as part of delivering effective teaching and learning, and raising
student achievement.
INTRODUCTION
This Annual Report covers the 2013 school year. It is designed to complement the Financial
Statements, and other school documentation such as monthly board reports, newsletters, self
review reports and the school’s Charter, Strategic Plan and Action Plans, to provide an
overview of 2013 and to indicate future directions for 2014 and beyond.
These reports are presented with reference to the National Administration Guidelines.
NAG 1: CURRICULUM AND STUDENT ACHIEVEMENT
The Board and staff recognise the importance of providing high quality programmes based on
the New Zealand Curriculum framework. Achievement is promoted by providing a balanced
curriculum 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 Standards
The school delivers its curriculum by way of curriculum delivery policies, curriculum maps,
implementation plans, syndicate overviews, specific unit plans, teacher concept planning books

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and comprehensive assessment and evaluation procedures. Over 2013, the school continued to
refine and implement its curriculum delivery using a Concept Based Inquiry approach through
curriculum mapping. Our belief is that this approach is beneficial both in terms of children’s
learning, and in meeting key themes and competencies that are important components of the
National Curriculum.
Information on Curriculum and Student Achievement
Curriculum and student information is provided to the Board and school community in a variety
of ways including this Annual Report. These include monthly classroom highlights reports, the
Principal’s monthly Board reports, a schedule of reporting assessment outcomes to the Board,
formal and informal parent-teacher interviews which may also involve students, parent
information meetings, whanau hui, curriculum team leaders meeting trustees, written pupil
reports, nationally normed Progress and Achievement Testing (PAT) and STAR (spelling),
School Entry testing, school wide running record analysis, overall teacher judgements linked to
national standards, and curriculum team self review reports.
The programme of providing student performance data to the Board of Trustees throughout the
year is formalised by a reporting schedule document. The use of ICT software programmes
enhances information capability, data analysis for the current year and in providing historical
data to help inform future strategic planning.
Overviews of assessment data and student achievement
targets relating to National Standards were also shared with
the community through newsletters which gave a snapshot
of the wide range of data that was gathered.
Some of this data has informed staff and trustees in the
setting of numeracy and literacy targets for improving
student achievement in 2014. These targets and the
variance reports that inform them form part of the Charter
and Strategic Planning and Reporting structure.
Haere mai ki Pukekohe Hill

Report on School Improvement Targets for 2013: Analysis of Variance.
A feature of this 2013 Annual Report is the continuing analysis of variance as part of reporting
on student achievement. This is also part of Ministry of Education strategy to improve overall
achievement levels and reduce any systemic under-achievement. The linchpin of this strategy
is seen as the strengthening of family and community engagement in education and an
enhanced emphasis on the quality of teaching and learning programmes. The success of this
strategy at a national and local level requires adequate funding and resourcing, commitment by
all 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 has
been 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 wide
and key group targets in reading and writing in relation to National Standards as well as overall
teacher judgements in mathematics.
These targets were discussed at staff professional development and syndicate meetings, refined
by the school’s Leadership Team, outlined to and confirmed by the Board of Trustees and
notified to the community. The targets were also part of professional development emphases
and the school’s curriculum planning.
The targets can be seen as arising from the school’s extensive self review processes which
reflect on the operations of the school through review of each NAG area.
The Curriculum Targets and Outcomes in literacy and mathematics developed for the 2013 year
included:
 Baseline Data – The situation in 2012 and what informs us
 Targets Set for 2013
 Actual Outcomes for 2013
 Variance data
 So What? Barriers and Quality Action required
 National standards data documents

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Franklin’s finest cross country runners
Self Review
The school has well developed self review processes which have been refined over time. The Curriculum
Team and Board self review report system was continued in 2013. These reports prepared by Curriculum
Team leaders, Board members with portfolio and committee responsibilities, and the Principal, identify
achievements and make recommendations for the following year. A recent initiative continued in 2013 was
for Fixed Term Unit holders with specific curriculum and leadership responsibilities to also provide a self
review report as part of reflective practice. Self review reports are useful and practical documents which
track progress and encourage change and growth. They are part of a school wide self review process, and fit
well into informing the development of Action Plans and Strategic Planning.
Specific Programme and Curriculum Delivery
The Board and staff recognise the value of promoting whole school activities, involving outside personnel in
programmes, giving cultural opportunities and providing programme “highlights” for our pupils which focus
on specific curriculum and cross curricula areas.
Sporting Events: Throughout 2013 the school was able to celebrate a wide range of sporting events
delivered through the Franklin School’s programme of School, Group and Zone Championships. The PE
and Health Team and Syndicates also have an active approach to in-school opportunities including external
facilitators representing major sporting codes, professional swimming tutors, participation in specific field
days, a 3 year contract with Project Energise, and the ongoing resourcing of sporting equipment.
Highlights in 2013 included results and events such as:
Rugby:Over the year, rugby teams coached and managed by caretaker Luke Hindt and Rick de Kock
entered a Counties Manukau tournament with one team winning their grade, a team travelled to Devonport
and performed well at a Barbarians tournament, and sports teachers organised an exciting inter class Touch
tournament with a team coming 3rd
in the Franklin tournament. In a tightly contested match, our Caretaker’s
Cup team as the 2012 champions relinquished the cup to a talented team from St Joseph’s.
Cross Country: Well organised school cross country programme with students gaining 8 top 10 placings
at Group level and representing Hill at the Franklin championships where a number of runners gained top 20
placings and were part of the Central Group who won a 1st
and two 2nd
placings in team competition. Teams
also entered a Rod Dixon “marathon” and syndicates met with Josh Kronfeld.
Orienteering programme for senior classes and teams placed
well in Franklin champs with 2 individual students winning
their section and a 2nd
placed team.
The cricket team defended the cricket trophy which they had
held for the last 4 years consecutively in their annual match
with Patumahoe and were narrowly beaten. In an earlier
Counties Manukau tournament, the cricket team came second
after also losing to Patumahoe in the final.
Hockey teams competed in Franklin tournament with 3 teams
placed 4th
and 5th in their grades, and several students
achieving Counties Manukau representation. In 2013, the school
entered into a 3 year Counties Manukau Small Sticks contract
for hockey skills training with students and some staff professional
development.
Team enters Franklin Triathlon event, and individuals compete in
Sanitarium events in Hamilton and Auckland.
Excellent results in Franklin padder tennis with boy’s pairs taking
out 1st
, and 3rd
places in Franklin Champs, and a girls team in 3rd
place in the finals.
A team of 12 swimmers represented the school at Group Day, and 3
qualified for the Franklin swimming champs.
In the Cultural Festival Futsal sporting event, our 2 teams gained
2nd and 3rd places in their sections.
In athletics, a squad of 46 students qualified from schoolLearning to swim starts at Hill

championships for Group events. At Group day, the team gained 26 1st
-3rd
places. A team of 19 qualified
for Franklin champs and gained an impressive 14 1st
-3rd
places in finals against the best athletes in our
region. Our Junior and Middle syndicates ran their own athletics events with both competitive and fun
activities.
In Netball, 7 teams entered a Franklin championship, with 2 teams gaining 1st place and one a 3rd
place in
their grades., and in Soccer, two teams placed 2nd
in their pool and 3rd
in their finals.
An initiative in 2013 was a PALs programme introduced by Counties Manukau Sports coaches aimed at
both developing student sports leaders and also recognises that children are growing up with fewer skills
developed by casual play at home and changing patterns of play where indoor living and IT based activities
dominate. A linked initiative was our involvement in Project Energise which has both a healthy eating and
activity focus. This included regular newsletter nutritional spots, fitness testing and retesting that showed
significant progress for many students
Jump Jam was a popular activity during 2013, with an enthusiastic Health Promoting team leading sessions
before school on the wooden stage with students, staff and parents participating and teachers Julie Brook
and Natalie Scott, led Jump Jam programme at lunchtimes and 2 teams were chosen to take part in a
Franklin tournament at Waiau Pa.
A lunchtime walking group led by Shirley Smart for students and staff linked to our Health Promoting
school programme was popular, although it was disappointing that the Walking School Bus begun as part of
a TravelWise initiative did not attract sufficient parent volunteers to continue in 2013. It was excellent to see
Hill gaining the Gold Award for TravelWise at the end of year.
The Health Promoting team led by Mrs Smart also ran several mini wheels days during the year, cycle
safety events with Auckland Council staff, and keeping active by riding cycles and scooters to school was
promoted. A visit by Big Foot cycle adventures was popular with senior students.
Hill provides the venue and provides support for the Hill Netball Club, and a training and match venue for
the Pukekohe Metro cricket club on our shared artificial wicket.
Kiwisport funding provided coaching for Year1-4 students at our school pool from Daniel Fulton Swim
School, including senior students going to Patumahoe for coaching.
EOTC and Cultural Opportunities: There were a number of educational opportunities provided outside
the classroom (EOTC). These form part of the general curriculum of the school, giving a focus or highlight
to a particular topic or theme, usually related to our Concept Inquiry Learning. Included are cultural,
musical, visual art, camping, safety, dance, and charitable events. The organisation and planning of staff is
especially appreciated as is the support of parents and friends of the school who accompany students and
support this aspect of teaching and learning. The details of these events are usually noted and celebrated
through newsletters, classroom highlights reports to the board and classroom displays.
In 2013, EOTC highlights included:
A senior camp for Year 5 and 6 students at Chosen Valley.
Participation by our kapa haka group in a Multi Cultural festival as
part of our Te Huarahi commitment.
Whole school technology challenges led by Joshua McDonald each
term linked to inquiry concepts and organised 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, library certificate group, ICT middle and
senior school groups, Education for Sustainability team,
Health Promoting School group, choir, kapa haka.
Keeping Ourselves Safe(KOS) programme for juniors.
This is what I call sliding into Learning!

Children With Special Abilities: The school has a strong background of providing a range of activities to
cater for special ability groups of students. Children are identified and recommended by classroom teachers,
and a data base organisation is well established. Programmes for the Franklin Network of schools for
Children with Special Abilities from Years 1 – 8 are now run from Waiuku Primary.
The academic competitions organised by the Testing Centre attached to the University of New South Wales
are made available to groups of students in Mathematics, Science, English, Spelling, and Computer Studies.
Organised by Malcolm Laurence, highlights in 2013 included the English results with 1 Distinction and 18
Credit results, mathematics students gained 11 Credits. Spelling entrants gained 8 Credit results, and in
computer studies it was pleasing to achieve 2 Distinction and 5 Credit results.
Other events and activities that catered for special ability groups included our Ambassadors attending a
Young Leaders day motivational seminar and also representing the school at Armistice Day, an art
workshop, and Malcolm Laurence taking a speech maker group in preparation for school competition which
saw Abbey Howard representing the school at the Franklin championships.
Mathex: The Franklin Mathex competition is a popular event and is incorporated into our school maths
programme competition that leads to our 2 top class teams competing against other school based teams.
Literacy Support: Improving literacy has always been a priority for NZ schools and has been highlighted
by broad government policy statements which schools then need to put into action. Over the 2013 year,
considerable time, human and financial resources have been focussed on literacy. In addition to regular
classroom programmes, support has been given through programmes delivered to special needs children by
support staff, and withdrawal programmes for children with English as their second language, including a
language experience programme which has been increased to two groups of junior students.
Special Needs: The school meets the challenges of providing support for children with special needs in both
class and withdrawal situations. There is a balance of in-class support and withdrawal groups. There
continues to be separate programmes with a language, mathematics or developmental emphasis being
provided for over 90 students by both teaching and support staff. The voluntary initiative we had taken
some years ago at Hill to transfer the teacher staffing component of ORS funded students to either Parkside
School or the Kelston School for the Deaf so that their specialist personnel could have a regular and specific
role in the learning needs and programmes of these students was made mandatory for all schools by the
Ministry of Education in 2012 and was continued in 2013..
Perceptual Motor Programme: Delivery of a Perceptual Motor Programme was continued in 2013 and is
enhanced by a purpose built and set up room. Ongoing support by the Board has been appreciated as is the
skill and commitment of PMP coordinator Kathy Moorhouse. PMP is provided for Y 1 – 2 classes, and the
programme delivery is sustained by the support of teaching staff and parent volunteers. PMP is well
established as an important component of learning delivery for junior students, although the need to use the
PMP room as a New Entrant classroom for part of the year meant that the programme was continued in the
Multi Purpose room.
Maori Language Week: Maori language week was celebrated and
acknowledged in a number of ways throughout the school. Teachers
had a focus on te reo as part of the inquiry concept, including Maori
Team leader Jade Chamberlain arranging for Enrichment Class
tamariki to visit classes, the Family newsletter included information
on the “Arohatia te reo” – cherish the language theme, use of te reo
in the newsletter itself and Maori proverbs.
Cultural Festival: The school was well represented at the Cultural
festival held at Intermediate. This event has become part of our Te
Huarahi calendar. Two sports teams performed well with one team
Kia kaha! Kia manawanui.

winning first place in their section and the other gaining second place. Our kapa haka group led by Renata
Monika and Jade Chamberlain performed for the first time at the festival on the main stage. We were very
proud of our tamariki and the pride, passion and joy they showed.
Pasifika Group: A successful initiative in 2013 was to begin a Pasifika cultural group in conjunction with
students from Wesley College who led the 35 children involved. Ths was part of a wider goal of better
engaging our Pacifika community. The Wesley students led by Reverend Sylvia led our tamariki each week
in preparation for an assembly concert. On the day of the concert we had many Pasifika parents and whanau
attend to help prepare the children in their costumes and to support them at the concert. We intend that this
become a regular feature in partnership with Wesley.
Concept based Open Days/Evening and Hui were held for families. Maori families were specifically
targeted for some occasions including personal whanau letters, and a general invitation was given to all our
community. Events that had consultation and information components over the year included a Junior
Information evening, meet the teacher interviews at the beginning of year at and at mid year, and celebration
of 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, and
enable staff to promote the learning that has occurred, especially with regard to concept inquiry, our
integrated curriculum, and how families could support children.
Te Huarahi and Maori Enrichment
Class: During 2013, an initiative
begun in 2009 by Pukekohe High
School to invite local schools to form
Te Huarahi, with the aim of getting
schools and whanau working together,
was very active, and a team of 4-6
Hill parents and staff were regularly
involved in Te Huarahi hui. The aim
of Te Huarahi is strongly linked to
improving student achievement
through closer and more productive
partnerships both between schools and
with families. Over 2013, the focus
was on achieving the goals and
kaupapa of the strategic plan pathway
which has been shared with Hill Staff
and families and is on display in the
school foyer.
Hill staff have had a particular interest in the Early Childhood goals and activities of the ECE sub-committee
of Te Huarahi. A Te Huarahi Trust has now been established to give a governance focus and to be stewards
of significant funding provided for a 3 year term by the JR McKenzie trust. The Principal is a member and
Treasurer of the Trust. The Trust has appointed Dobbie Martin as its first paid Community Liaison person.
Another focus was the introduction of a Maori Enrichment class for Year 5-6 students in 2013, a concept
that gained strong support from consultation with whanau. Mrs Chamberlain was the teacher of this class
and a new support staff member Valerie Mave was appointed to provide assistance in te reo and tikanga
Maori.
Te Huarahi Targets: A new section of our Strategic Plan includes reference to the targets of the Te
Huarahi Strategic Plan pathway that was developed by staff from local schools, other agencies and groups
and 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 coming
to school.
Our kapa haka group welcomed the Counties Manukau Steelers and the
Ranfurly Shield to Hill School.

2. Whanau Education – The Te Huarahi group will offer 8 educational opportunities to the whanau in
our area.
3. Celebrating Success – All schools participate in a celebration of culture in our area. Te Huarahi
contribute 8 stories of success per year to media and marae.
4. Building Authentic Relationships – Schools will make face to face contact with every Maori family
on their roll. All schools will be offered the opportunity to participate in a Te Tiriti workshop. All
schools 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/or
personal potential. Other measurable data for Maori students are comparative to non-Maori e.g.
attendance, retention and discipline etc.
The challenge over 2013, and going forward for individual schools and their communities, is to make
progress 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 at
school. There was strong support for these hui from a core of 5 – 8 staff, and the leadership and commitment
of Jade Chamberlain, Val Mave, Wendy Bates and Anne Boulton is commended. A variety of strategies
were used at the suggestion of those attending and at our own initiative, to promote participation in these
whanau hui, but attendance as a percentage of Maori families of the school continues to be low. In 2013, a
management unit to promote community liaison was approved by the Board for Anne Boulton and this
continues as a successful initiative.
Whanau hui consultation, korero and engagement
Maori Enrichment Class for 2013: Over 2012 we discussed the possibility of a Maori Enrichment class for
Hill 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 held
for families
and there was a
great response
from the 90
parents and
students that attended. The Board approved the concept for 2013 for
Year 5 and 6 tamariki and by the end of year children and families from different cultural and ethnic
backgrounds had volunteered for this class, and a teacher, Mrs Chamberlain and teacher aide Mrs Valerie
Mave were appointed. The model for the Enrichment class is similar to those that have been running
successfully at Pukekohe Intermediate. The Enrichment Class programme includes our school and national
curriculum but also has a particular focus on aspects of te reo, and tikanga maori. All tamariki in this class
were included in our kapa haka group. In 2013 the Enrichment class also took a leadership role in promoting
matariki and taking te reo in junior classes.
Celebrating
Matariki
led by our
Enrichment
class

Family Conferences and Reports: An impressive 90 % of junior class families attended a meet the
teacher evening early in Term 1, and 80% of families attended initial Family Conferences with Year 3-6
students in Term 1 and 78% Year 0-6 families came to mid-year conferences with their children. The
inclusion of students at these opportunities has enhanced aspects such as next learning steps and sharing
learning goals with parents. There has been positive feedback on this approach. Parent Report
documentation had some modifications relating to national standards, and 2 written 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 Franklin
Music Festival, and at school assemblies.
The Hill kapa haka group continued in 2013 with tutor Renata Monika, Jade Chamberlain and Valerie Mave
and performed in a number of different events and celebrations, with particular highlights including
performing so well at the cultural festival and performing at whanau hui, matariki, and assemblies.
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.
Pasifika group led by Wesley College students perform at concert after
a term’s training.
Student artists involved in 2 major external murals – House birds on
the new library wall, and a Learner Tree on the multi purpose room
supported by Mrs Williams and Mrs Pressnell.
French language lessons after school led by a Hill parent.
Lunch with the Principal: This initiative was begun in 2013
and led by Mrs Smart and her student Health Promoting team.
The aim was to celebrate excellent attitudes and achievement
by our students by inviting a student from each class to join
the Principal for lunch in the Hauora room. This event was
held each term, and certificates were presented at a school
assembly to celebrate these students and promote personal
achievement with all our students.
An ICT Club model has proved a popular and useful initiative for both the individual students involved and
the skills they have brought to classroom use of ICT and related equipment and the role these students have
had at using data projectors, overhead projectors, sound systems and laptops for occasions such as syndicate
and school assemblies, public functions, concerts and prizegiving events. In 2013, two separate clubs
operated for Year 4 students in addition to the Year 5/6 group. The role of teachers Heather Murray and
Rick de Kock in leading these clubs is much appreciated.
Leadership by Students: Students show leadership in many ways both informally with their peers and
more 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, house
leaders in sports, students running events such as miniwheels, arranging talent contests, whanau technology
challenges, and over 100 students who show leadership as monitors in such areas as road patrol, lunches and
wet day supervision in classes, office reception, and sports shed.
Making sweet music
Celebrating achievement at lunch with the Principal

Making a Difference: Our Vision Statement has a focus on “making a difference”, and this is related to
social action. Events such as fundraising for Daffodil Day, World Vision and the local Seasons programme
hosted at Hill were examples of staff, student and community events. In 2013, we also supported an ex Hill
student Robbie Ritchie to travel to Germany for a life saving operation, and this was an excellent example
for students of how they can make a difference, and this was the theme that Robbie explained to children
when he spoke at a school assembly.
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 an
informal 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 we
value at Hill School. Feedback from staff and the community has been both supportive and positive. In
2013 the Concept based inquiry approach is in operation across the school, and the decision to incorporate
relevant 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.
Concept Based Learning: Over 2013, a
Concept Based Integrated Curriculum Inquiry
approach to learning continued to be our key
way of delivering the curriculum. This approach
to curriculum design and teaching has a very
clear “fit” with the intent and direction of recent
changes to the New Zealand Curriculum. The
roles of Assistant Principals Wendy Bates and
Malcolm Laurence, with the support of
Syndicate leaders are key drivers for success
and development in conjunction with overall
staff contributions at Curriculum team and
individual level.
Promoting the skills of being great learners

Community Partnership and Involvement: A feature of Hill School is the high level of community
partnership and community involvement that can be identified throughout this report and is often highlighted
through monthly reports to the Board and weekly newsletters. It is also worthwhile to note the link between
this 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 1000 students and whanau. With stalls, food, and entertainment in
a relaxed evening setting, there was very positive feedback. A focus for staff was to see this as an
opportunity for kanohi ki te kanohi with whanau.
Daffodil Day, World Vision, Cultural Mufti day, were all 2013 events often with a fundraising focus for
external causes, and linked to our virtues or concept inquiry themes.
Special note is also made of a whole school learning Mathathon fundraiser that enjoyed excellent
community support, and raised over $8 600.
Prizegiving Celebrations: Partly because of our size, and our aim to celebrate children throughout the
school, 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 wide
range of academic, cultural, sporting and relational awards, trophies and certificates also partly reflects the
history of Hill School since 1952, and those areas of curricula, extra curricula and attitudinal virtues that our
community considers to be important.
NAG 2: DOCUMENTATION AND REVIEW
Charter and Strategic Planning: The school has extensively added to and made major structural changes
to its range of Charter and Strategic Planning documents which are reported annually to the Ministry of
Education. The Charter was updated for 2032 – 2015 and includes specific sections on curriculum, student
achievement, review processes, personnel, property and finance, health and safety, community partnership
and relevant action plans
Policy Review: The Board has developed a robust and systematic policy review process
The 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 Trustee
Manuals, staffroom and community policy booklets.
 Other than the paper copies noted above, all policies are accessible through the Teacher
Shared/Administration/Policies section of the school intranet.
Review Schedule: The Policy Booklet is organised into the 6 National Administration Guidelines and
there is a three year review process covering the 75 policies.
National Administration Guidelines: Review Date
Nag 3 Employer Responsibilities 2013
Nag 4 Financial and Property Management 2013
School Bylaws 2013
Nag 5 Health and Safety 2014
Nag 6 Administration 2014
Nag 1 Curriculum and Student Achievement 2015
Nag 2 Documentation and Self Review 2015
Linkage to Strategic Plan:
The policy review is noted in the Strategic Plan under section 2.11.

NAG 3: PERSONNEL
The continued effectiveness of school programmes, management and administration, depends heavily on the
expertise 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 promote
high 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 conditions
contained in collective and individual employment contracts for both teaching and non-teaching staff.
Board of Trustees: To start 2013, members of the Board were Kishor Kanji (Chairperson) Ros Phillips,
Andrew Trow, Andrew Morgan, Catherine van der Vegte, Simon Vale, Wendy Bates, and Graeme Rix.
Trustees have additional committee and portfolio roles, and members have an extensive Board Manual that
has been prepared to assist trustees in their role. During 2013, the Board reviewed its committee and
portfolio job descriptions as part of its self review process.
In 2013, national elections were held for school boards, and a number of the current board, including a
number who had been long standing trustees, but no longer had children at school, indicated they would not
seek re-election. At election time a new Board was elected: Greg Saunders (Chairperson) Andrew Morgan,
Amy Nicholson, Rob Davis, Julie Brook, Nigel De Maine and Graeme Rix.
Chaplaincy Service: An initiative approved by the Board several years ago, and continued in 2013 was the
role of the school’s chaplain. Our first chaplain Mrs Rowena Haldane moved out of the area after 3 years of
committed and helpful chaplaincy at Hill, and a new chaplain, Mrs Alicia Trethowen, was appointed.
This service for students and staff is arranged through the Churches Education Commission.
Professional Development: A Staff Development plan was established and policies are in place which
enhance the plan’s delivery. The Action Plans and Strategic Plan have considerable impact on human
resource development as do the Performance Management Systems in place.
The overall level of Human Resource Development and its outcomes can be seen as an indication of the
Board’s commitment to promote and fund staff development, curriculum and professional training
opportunities.
Human Resource Development in the form of staff training, curriculum and professional development is an
important component in meeting both the performance management 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 for
all those employed within the school and the impact of professional development in providing and
promoting quality educational outcomes.
Four separate but linked Annual Section plans (Pp 10-18) of the Strategic Plan underpinned the professional
development pathway for the school and its staff in conjunction with the Performance Management systems
of the school. These Annual Sections; Community, Life Long Learners, Committed to Achieving Our Best,
Making a Difference outline the key areas of professional development and learning which are linked in turn
to aspects of student achievement and our annual achievement targets.
Whole Staff Development:
Had a major focus on Assessment For Learning and Teaching as Inquiry. Evaluation Associates through
facilitator Barbara Anne Alexander delivered the second part of a two year contract partly funded by MOE
around Leadership and Assessment for Learning with a supporting team of Lead Teachers including the
Principal and Assistant Principals. In 2013, the focus has been around writing including development using
e-asTTle. Within this development have been the themes of clarity in the classroom, learning focussed
relationships, and self and peer assessment.
The Lead Teacher group from 2012 continued to meet including a number of times with the facilitator.
Development has included a series of observations led by the facilitator and lead teachers with classroom
teachers into specific aspects of the writing lesson, with feedback and feed forward interviews following.

The impact of this development contract has seen significant shifts in teacher pedagogy and practice, and in
student achievement including many showing an increased understanding of their own learning process and
achievement. The Board has been aware of much of this development both through the Principal’s reports
and quite powerfully, from the variety of classroom highlights reports from teachers where the language of
learning, comments on this professional development and examples of children’s work was evident.
ICT Development:
A three year ICT professional development contract concluded in 2012, however ICT development has
continued in a range of ways: identified staff members attending conferences, such as U.Learn and Learning
at School, a focus on support with software and new devices by ICT Team leaders and colleagues,
voluntary workshops, and development in the use of ipads for 19 staff with Catherine Brill. The leadership
and mentoring roles of Heather Murray, Josh McDonald and Rick de Kock have been valued as has been the
strong level of sharing and collaborating by staff across the school.
NAG 4: FINANCE AND PROPERTY
Legislation on property and financial management gives responsibility for boards to allocate funding to
reflect the school’s priorities. Through the Operating Grant, school fees, trading opportunities, private and
business donations, additional funding negotiated through the Ministry of Education and funds made
available by the PTA, the Board of Trustees looks to maintain and develop the resource base of the school
by 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 is
identified through our Operational Grant. In 2013, the school received $7645.00 which was mainly spent on
employing swimming tutors from Fulton School of Swimming, and for a hockey coach to deliver skills
based activities.
Technology of the present at our learning hub Technology of the past

Resource Room: Over the years, the Resource Room has had 3 significant building extensions to cater for
the demands of a growing school and a very comprehensive resource base. Staff are able to use a scanning
system and computer data base programme for borrowing and searching. The most recent extension has
allowed additional storage shelving, a work area for teachers, a teaching area for small groups and
placement of additional copying facilities. Our Resource room is of high quality, and attracts very positive
comment from visiting teachers.
ICT and Audio Visual Upgrades and Development: Information technology continues to be a major
financial commitment for the Board of Trustees. The annual accounts indicate over $50 000 was
expended.In 2013, through Board and PTA funding, sixteen computers were upgraded and replaced, new
cabling and switch equipment was installed in some work areas, Tela laptops were replaced as leases were
renewed, and a variety of software was purchased. A number of laptops were provided for special needs
student use and a class space set up for use by students and their support staff. In 2013, 10 ipads were
introduced, several additional data projectors, wireless units, class redcat sound systems and monitors
purchased. In 2013 all classes had the use of data projectors and powered speakers or large screen
televisions linked to laptops. A Learning Hub of 12 computers has been 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.
In 2013 a major SNUP (School Network upgrade) was undertaken as a shared MOE and Board cost and
UFB ( Ultra Fast Broadband) connection was installed giving fibre to the gate capacity. By the end of year,
planning was well underway for the installation of whole school wireless capacity as an addition to the
earlier SNUP upgrade, and planning was also in place to introduce a cloud based SMS (Edge – Musac)
system, a cloud based Nimbus service to replace our main servers and the introduction of new software
operating systems in 2014.
Other Property Development: Some other areas of
property development and improvements over 2013 included
the completion of a major security system upgrade after the
original contractor went into liquidation, completion of a
major school wide networked cabling IT project (SNUP)
mainly funded by the MOE with a Board contribution,
ongoing pool repairs to resolve major leakage, ceiling repairs
to the external veranda outside Room2 25 and 26 and the
hall ceiling.
Painting Project: Over 2009 -2011, a major painting project
saw the school repainted externally in a new colour scheme at
a cost of over $83 000. In 2013 painting expenditure was $32
480 ($15 800)
Physical Resources: Considerable expenditure was committed to improve and develop the physical
resources available to enhance teaching and learning and the management of the school. This development
was across all curriculum areas. Information Technology infrastructure development over 2013 as outlined
elsewhere in this report, continues to be an important priority in terms of financial expenditure.
Financial Management
Payroll: Teaching Staff and Support Staff were paid, not paid, over paid and under paid during 2013 after
the MOE appointed a new Australian based payroll provider, Novopay part way through 2012. This change
is seen as a major 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 is possibly the most complex and certainly one of the largest in NZ. The Australian firm appointed,
Talent 2 and its software programme development and staffing seem unable to meet the requirements of
delivering payroll which is of real concern to Boards as the employer of staff. Over 2013, there was some
A new garden and seating area proves a
popular addition

improvement in delivery but by the end of year there were still errors that were over 12 months old not yet
resolved, and the time taken by the Executive Officer has meant a significant extra cost to the Board in hours
worked, greatly increased stress levels for those involved in payroll matters, and some reduction in the
effectiveness of our overall financial management. My thanks go to Jean Potter and her commitment to our
staff in resolving so many of these payroll errors caused by Novopay’s cumbersome, complicated, work
intensive systems and often the problem of Novopay staff who were clearly incapable of providing an
efficient and timely service. My thanks also to all those staff who have continued to endure the implications
of these errors, as in some workplaces industrial action could have been expected and understood.
Audit Report: It was pleasing that an Unqualified Audit opinion was received for the 2012 year, especially
as there was extra work required because of the inaccuracy of the Novopay system as noted above. A
financial support contract with Ed Tech has assisted the Executive Officer and the audit process over 2013.
PTA Donations: During 2013, the PTA was generous in donating
over $11 470 and raising over $22 000 net, with a healthy closing
balance of over $31 000. These donations were used for: supporting
school trips and related bus hire costs, assisting students to attend
camps and trips, prize givings, a major data projector and powered
speaker upgrade in classes, sports equipment, and wet day games for
classes. The overall contribution of the PTA with the support of the
school community was a real credit to the 2013 PTA Committee.
School Donations: There was a positive and regular approach to school donations, but the budgeted income
of $17 000 was slightly down with income of over $16 000 ($18 000/ $18270 received in 2012), in what was
a difficult year financially for many families. There continues to be an awareness that school donation levels
are well short of their maximum potential if all families were to contribute, and the donation levels set have
not been increased for a number of years.
Sponsorship, Grants and Other Income: In 2013, sponsorship, grants and other income included: $3 267
from Postie Plus, and $500 from Photolife Newsletters were supported by the Pukekohe Professionals, and
there was ongoing support from Pukekohe McDonalds, Pukekohe Nandos, Pukekohe VTNZ, Lions and
Rotary Clubs.
NAG 5: HEALTH AND SAFETY
First Aid: A staff data base is in place to identify the type, level and date of previous training. In 2013, a
number of staff undertook St Johns Workplace First Aid refresher courses. At year’s end, a total of 12 staff
held this First Aid qualification.
Health Centre: Regular improvements were made to documentation and advice on care of general injuries
and the care required for specific children. During the year, time was taken with staff to review procedures
including significant incidents, including severe allergies. In 2013, the health and medical conditions and
treatment 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 members
and was active in 2013, with a particular focus on hazard identification. There is a close relationship with the
Property Committee which is helpful.
Sausage sizzles are a popular fundraiser

Evacuation Scheme: A Fire Service Evacuation Scheme has been developed, approved, and was
implemented in 2013. Evacuation drills are held once each term, and the Fire Service advised. In 2013, there
continued to be attention to earthquake response and a following a significant policy review in 2011, there
continued to be a lockdown practice with the community advised beforehand through a newsletter.
Contacting School: As part of our “let’s keep them safe” approach, different ways of contacting the school
were promoted in 2013 to complement the work of the school’s attendance officer. This promotion included:
Contacting the school by note or phone, using an answer phone facility, texting school on a dedicated cell
phone for this purpose, or e.mailing options. The new school website also has a function for reporting
absences. In 2013 an electronic attendance system for teachers was in use in class and although the need
for paper copies still arises, this system is working satisfactorily.
Emergency Response Action Booklet: This booklet has been developed from the original NZSTA
sponsored programme and was completely reviewed and updated over 2013. This document has particular
importance in the event of a civil defence or similar emergency.
Pupils in Positive Playgrounds (PIPPS) This playground safety and monitoring programme has been in
place for over 10 years, with a number of modifications made over this time. Despite the strong roll increase
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 of a school
wide Virtues programme and the reduction in consequence book entries.
Health Promoting School Programme: Led by Mrs Smart, the student Health Promoting Team was active
in 2013 An initiative in 2013 was the HPS team’s organisation of “Lunch with the Principal” each term
which celebrated high achieving and accelerated progress by a student from each class. Another highlight
was the Master Chef competition that saw many weeks of delicious and healthy meals being prepared in the
Hauora Room in front of a panel of judges and student supporters enjoying our chef’s culinary expertise
from the viewing area outside.
The HPS team prepared food for a number of school events and helped promote healthy eating options.
TravelWise in 2013: Led by Mrs Smart our TravelWise student team
had a successful year, with events such as Mini Wheels, Auckland
transport Big Foot cycle safety lessons, speed walking competition,
attendance at a student workshop, assembly powerpoints on safe
travelling, all being part of TravelWise in 2013. In addition, staff were
also involved through TravelWise with Auckland Transport to promote
the TravelWise message.
Encouraging
risk taking
can promote
making safe
decisions

NAG 6: ADMINISTRATION
The National Education Goals and National Administration Guidelines allow for a range of self management
as well as providing the framework for centralised control by the Minister of Education through the Ministry
of 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 deliver
teaching 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 school
strategic development and operational planning. Some statistics including historical trends relating to roll
growth and pupil profiles are noted below.
Total Enrolments July 1 Roll December Roll
2013
2011
2009
204
175
201
577
584
626
644
593
657
2007 188 541 614
2005 190 552 608
2003 159 519 555
2001 161 537 538
ACKNOWLEDGEMENTS
Through reading these reports you will appreciate that our school continues to be an active, challenging, and
stimulating environment.
It is a pleasure to acknowledge the contribution of so many people and groups who enhance the life of the
school and help to give Hill a special character.
The commitment of teaching and support staff is an essential ingredient for achieving learning outcomes and
ensuring that the school’s new Vision Statement becomes a living reality. The professional skills and
willingness to change by staff is to be commended, as is the curriculum leadership of Wendy Bates, and
Malcolm Laurence, supported by the Leadership team.
The current Education Review of the school by the ERO team resulted
in a very positive report that indicated the strength of school and Board
leadership, organisation, administration, financial management, and
most importantly the learning opportunities and commitment to student
progress and achievement that the ERO team found evident through its
review process. A
particular feature of this
ERO review outcome was
that the school was advised
that the next review would
be in 4-5 years, rather than
the usual 3 yearly visit.
This top commendation is

only given to about 12% of New Zealand schools and is a significant recognition of the educational
strengths and opportunities for student learning at Hill School. Our aim in 2013 was to build on our
strengths to deliver inclusive, broad and rich learning opportunities for students.
The involvement of parents, caregivers and friends of the school is an important element in promoting
school 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 curriculum
programmes and physical resources.
The role of the school’s Leadership Team in partnership with the Board and staff is crucial to the
development of the school. My thanks to the team of Wendy Bates, Malcolm Laurence, Shirley Smart,
Joshua McDonald, Lorraine Watson, and Anne Boulton.
Thanks to the Board for their on-going support for growth in physical and property resources, and their
support for developments in teaching and learning opportunities which have characterised Hill School
Boards. Trustees make a positive contribution to governance in the school and have been ably supported
through regular contributions by Assistant Principal Malcolm Laurence, Executive Officer Jean Potter and
the recording skills of Minute Secretary Valerie Tjoelker.
Over 2010-2013 the Board was ably led by Chairperson Dr Kishor Kanji, and Board members have taken on
a range of committee and portfolio responsibilities. The Board at the start of 2013 was Kishor Kanji, Ros
Phillips, Andrew Trow, Simon Vale, Catherine van der Vegte, Andrew Morgan, Graeme Rix, and Wendy
Bates. In 2013, new Boards were elected nationally, and a number of longstanding trustees who no longer
had children at Hill stepped down. The new Board that was elected in 2013 was Greg Saunders
(Chairperson) Amy Nicholson, Julie Brook, Andrew Morgan, Rob Davis, Graeme Rix and Nigel De Maine.
Thanks to all our Trustees, with special thanks to outgoing Chairperson Dr Kishor Kanji for his many years
of trusteeship and his effective role as Chairperson, and to Staff Representative Wendy Bates who has made
a valuable contribution to the Board for over 15 years.
The positive support of both Boards throughout 2013 was appreciated as it contributes to the governance of
the school and helps to provide the conditions for effective management by the professional staff. Hill
School continues to be fortunate in having Boards which are not only committed to achieving goals but
recognise and value the strength of working harmoniously in partnership with staff and the community.
It’s appropriate to acknowledge and celebrate the children of our school. Each year as we farewell our Year
6 students and celebrate with all our classes at prizegivings, it is a time to reflect on the enthusiasm for
learning, strong virtues shown, and positive attitudes, of so many of our students which bring credit to
themselves, their families and their teachers.
Graeme Rix
Principal
M.Ed Admin, BA, Dip Tchng
We hope you enjoyed reading these
Annual reports....

Principal Annual Report 2013

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