The Board of Trustees has a legal obligation to provide the pupils of Patumahoe School with a balanced curriculum in accordance with the National Curriculum Framework to foster student learning and achievement.
To enable pupils to reach their full potential through providing a balanced programme covering all the essential learning areas. Using the guidelines outlined in the New Zealand Curriculum Framework, the School Curriculum will ensure the key competencies; the principles and values are developed in all planning.
- The needs of individual students learning outcomes are at the centre of all teaching, learning and assessing.
- Students are encouraged to acquire the knowledge, skills and understandings within the curriculum statements along with appropriate attitudes and values.
- The curriculum is delivered in accordance with the National Education Guidelines (National Education Goals, National Administration Guidelines and the National Curriculum Statements) and follows the School Curriculum Delivery Plan.
- Monitor, assess and record student progress against National Achievement Objectives (National Standards) using a variety of planned assessment procedures which are integrated into the NZ Curriculum teaching and learning programmes.
- Identify barriers to learning for students and implement strategies to address these.
- Provide equitable educational opportunities for all groups of learners, i.e. inclusive differentiated programmes of work for all students.
- Assess student achievement, maintain individual records and report on student progress using the NZ Curriculum and the National Standard Guidelines to the Board of Trustees, parents and Ministry of Education.
- Respect and draw upon the significant features of our diverse ethnic and cultural New Zealand heritage.
- Develop Curriculum Plans for all Learning Areas that reflect the special nature of this community and are maintained through self-review.
- Recognise parents, caregivers and the wider community as educators providing the opportunity to educate.
- Provide ongoing teacher professional development as the necessary foundation for successful curriculum delivery.
Review By: 05/20
- All teachers work as a part of a Syndicate and Teams in which co-operative planning, teaching, learning and cross grouping occurs.
- Teachers planning will reflect the Patumahoe School Curriculum, current Charter goals and targets, using an integrated curriculum approach
- Current accredited assessment tools will be used, following the annual assessment schedule.
- Teachers will use a range of formative and summative assessments to form an Overall Teacher Judgement (OTJ) in relation to the National Standards.
- OTJ’s will be moderated at Team, Syndicate and School Staff meetings to ensure uniformity of judgements.
- Teachers will be pro-active in forming active partnerships with parents, whanau/caregivers, following principles of Whanaungatanga.
- Teaching approaches that consistently have a positive impact on student learning as detailed in research will be promoted.
- Teachers, teaching inquiries will form the basis of classroom decision making.
TREATY OF WAITANGI
The Treaty of Waitangi has a unique place in the history and development of New Zealand and to meet our legal requirements in relation to Maori under the Education Act 1989.
- To give all pupils an understanding of Maori values and culture. (Participation)
- To recognise and value the bi-cultural heritage of New Zealand society. (Protection)
- To help our children recognise the richness of New Zealand’s dual cultural heritage.(Partnership)
- To recognise our obligation under the Treaty of Waitangi.
- To ensure that Maori students get the best possible education to improve their educational status.
- Ensure that understanding of both cultures is promoted through inclusion of the Maori perspective in all learning areas.
- Make use of any local resource and resource people to enhance effective teaching of Te Reo Maori and Taha Maori.
- Provide staff and Board of Trustees with an awareness of our obligations to the Treaty through Professional Development.
- Recognise that in some cases the needs of Maori children are different and that extra special resources and teaching methods may be required.
- Student achievement information will be used to develop strategies for improving Maori student outcomes.
- As a school we will consult at least once a year with the Maori parents of the school and relevant community personnel, and report on Maori student achievement.
Review By: 11/19
The annual Calf Club day has long been a tradition at Patumahoe School. The Board of Trustees acknowledges that this is important and emphasises the rural aspect of the school zone area.
- To ensure that an annual event is held which follows the Patumahoe School Calf Club Code of Practice.
- In conjunction major fundraising activities may be organised by the P.T.A.
- Competitive classes will be administered by the Calf Club subcommittee of the PTA.
- Lamb, calf and goat competitions will have junior and senior sections.
- A competitive pet section, including a pet diary, will be judged.
- A chicken rearing section will include a diary that will be judged.
- A dog section will be judged including a care plan/diary.
- Staff will also be responsible for setting up an indoor display representing pupils work from their class learning activities.
- Pupils without an animal must enter a project brief given by staff. This will include a technology invention or plant challenge and description.
- All pupils will enter an animal event or a project.
- The overall emphasis of the day is on the animals and horticultural categories.
Review By: 02/19
- To foster a love of animals.
- To encourage proper care of animals.
- To encourage understanding of the rural activities in the area.
- The Calf Club sub-committee and Chairperson are to be selected at a PTA meeting held early in March each year. This committee will be responsible for the running of all competitive animal categories.
- The number of members on this committee is to be decided at the March meeting. If possible at least one of the members is to be a person with previous experience at running / organising Calf Club.
- A Calf Club sub-committee meeting will be held soon after the Calf Club day to report back to the PTA. At this meeting next years date will be suggested and submitted to the next Board of Trustees meeting.
- Provision for lunches for Officials will be made if required.
- Itemised prepared budget is to be provisionally approved by the PTA at their April meeting and confirmed as soon as practicable.
- Any further requests for expenditure for the running of the Calf Club day must be approved by the PTA.
- All pupils of Patumahoe School are eligible to enter Calf Club.
- Preschools who intend to enrol at Patumahoe School. Preschoolers have a section of their own, are not judged, the year does not count towards their Merit Badges, and they receive a green participation ribbon only.
- If a child now attends Patumahoe School and has previously shown a calf, lamb, goat or chicken at another school, they are eligible for merit awards.
- Calves (dairy or beef type), lambs and kid goats (any breed), yearlings and chickens are eligible for judging.
- All chickens that have been raised by the child from 1 day old and are aged between 5 & 8 weeks on Calf Club day are eligible for the chicken section. It is preferred for ease of judging that all chickens entered are obtained from the same source and batch.
- All calves must be born after 1 June and before 31 August.
- Animals may not be suckled.
- The clipping, plucking or oiling of calves coats is not permitted.
- Lambs and kids may be washed with water only. (Soap and shampoo are not permitted).
- Dogs are eligible for judging in the dog section.
- Calves, kid goats, lambs, yearlings and chickens must have been reared and cared for by the handler. (No loaning or swapping of animals will be permitted.)
5.9. Pets and the pet diary will be judged.
All animals will be divided into Junior Y0-Y3, Senior Y4- Y6 or Yearling classes unless low numbers warrant a combined class.
Leading – Dairy and Beef – junior and senior
Rearing / condition – Heavy breed – junior and senior
Light Breed – Open
Dairy type – Heavy and Light breed – Open
Beef type – junior and senior
Leading – junior and senior
Calling – junior and senior
Best Export – junior and senior
Leading – junior and senior
Calling – junior and senior
Condition – junior and senior
General Condition, diary and handling, attention and care given – junior and senior
Open Preschool Class for all Animals
Any fun activity
Y7/8 children can enter Patumahoe Calf Club day in order to be eligible for Group Day. They will not be competing with the Y1- Y6 children or qualify for the Calf Cups and Merit awards. This Y7 & 8 class is open to children who have previously attended Patumahoe School or who have a sibling attending.
Pets will include the presentation of the animal and a pet diary explaining care.
Project sections will be recognised for awards and ribbons.
- Ribbons will be awarded to 1st, 2nd and 3rd in each class (except Preschool).
- A Green participation ribbon will be awarded to a competitor who has not received a ribbon in any class.
- Merit badges are awarded for participation with either a calf, yearling, lamb, kid goat, chicken for the following number of consecutive years:
- Merit – 3 years
- Honour – 5 years
- Distinction – 6 years
- Cups and Trophies will be awarded in some classes (see attached list).
- All cups and trophies will be returned to the School when the winner leaves the District, or when requested by school staff.
- Merit awards for chickens – Children must keep a diary and handle their chickens for the judge. This section will be eligible for merit badge award.
- Ribbons and awards will be given in the Technology Challenge and the Plant Project section.
Any changes or additions to this Code of Practice must be made at an Open Public Meeting, organised by the Calf Club sub-committee as soon after Calf Club as possible.
The following Trophies will be awarded:
G.R. Ball Cup Junior Calf Leading
Sutton Cup Senior Calf Leading
Litchfield Cup Heavy Breed Dairy (Heavy Breed Condition Junior)
Cloverland Jersey Cup Light Breed Dairy
E.K. Wright Cup Junior Condition/Rearing (Heavy Breed Condition Senior)
H. Parkinson Cup Senior Condition/Rearing (Light Breed Condition Open)
Madgwick Cup Champion Calf
Street Shield Reserve Champion Calf
Cryer Trophy Beef Breed Condition Open
Street Cup Best Calf Yearling
Holly Geck Memorial Trophy Encouragement/Best Turned Out Calf
Ron Wood Memorial Cup Encouragement Cup Junior Calf
I. Laing Cup Champion Lamb
Keown Cup Reserve Champion Lamb
Wallace Cup Best Export Lamb
P & J Fox Cup Junior Lamb Leading
Schlaepfer Shearing Cup Intermediate Lamb Leading
Whitworth Cup Senior Lamb Leading
Hunter Withers Cup Junior Lamb Calling
Bernasconi Motors Cup Intermediate Lamb Calling
Tribe Cup Senior Lamb Calling
Saunders Yearling Cup Lamb Yearling
Thompson Cup Champion Goat
Bowden Cup Res Champion Goat
Gregory Trophy Goat Encouragement
MacPherson Family Trophy Goat Leading
G & A Woolsey Cup 3rd Overall Calf (Points Prize)
MacMillan Cup Two Animals
Van De Worp Cup Chicken Champion
Howe Cup Chicken Reserve Champion
Bank Cup Reserve Champion Dog
Morgan Trophy Champion Dog Senior
Wildman Trophy Chicken Diary
Harrison Woods-Davidson Encouragement Cup Junior
Judges Choice Senior Technology
Judges Choice Intermediate Technology
Potton Family Trophy Judges Choice Junior Technology
Judges Choice Senior Plant
Judges Choice Intermediate Plant
Judges Choice Junior Plant
Coffee 2 Go Kart Pet Diary
BEHAVIOUR MANAGEMENT AND DISCIPLINE
Children need appropriate social skills in order to learn and interact in a school setting.
- To establish a healthy school environment by encouraging children to respect the rights of other people through practising the school values as stated in the charter and building a personal sense of wellbeing for each student.
- To encourage parent co-operation with behaviour problems as stated in the Schoolwide Behaviour Management Procedure.
- To ensure a consistent approach to discipline throughout the school through the adoption of the Schoolwide Behaviour Management Procedure Model.
- Each teacher should endeavour to resolve problems of behaviour within their own class setting by applying classroom behavioural expectations.
- The established Behaviour Management Procedure will be followed for referral of particularly difficult students.
- Childrens disciplinary problems will centre on positive reinforcement methods and the school wide behavioural management procedure.
- Suspension procedures will follow Ministry of Education Guidelines.
This policy is to be closely associated with programmes of health and wellbeing throughout the school, as well as meeting the special needs of individual children.
REVIEW BY: 06/19
CHILD CAUSING CONCERN
- Class teacher or duty teacher works with child to solve problem (for most incidents the process stops here).
- For more severe incidents i.e. hitting, fighting, continual disruption teacher consults with Team Leader.
- Strategies planned and implemented. These may include removal from the playground and exclusion from activities.
- Principal informed
- Parents notified
- Staff informed via staff or syndicate meeting
- Teacher – Senior Management member – Parent consult
- Case data discussed
- Other agencies called in if necessary (Special Education, Health Nurse, Whanau Support, Police, Dept of Internal Affairs (Internet Breech) etc)
- Action planned and implemented
- Process documented
- Ongoing consultation with all parties.
- Board of Trustees informed – through Principals report
- Staff consulted if necessary
- Wider strategies considered e.g. (class change, Health camp etc)
PROBLEM STILL EXISTS?
- Parent – Pupil – Principal contract / Board of Trustees involvement
- Agreement / non agreement
- Suspensions (as per Ministry requirements)
This policy outlines the board’s commitment to child protection and recognises the important role and responsibility of all our staff in the protection of children. It includes the board’s expectations when child abuse is reported or suspected by us.
All staff members (including contractors and volunteers) are expected to be familiar with this policy, its associated procedures and protocols and abide by them.
The Board of Trustees has an obligation to ensure the wellbeing of children in our care so they thrive, belong and achieve. We are committed to the prevention of child abuse and neglect and to the protection of all children. The safety and wellbeing of the child is our top priority. Advice will be sought through appropriate agencies in all cases of suspected or alleged abuse.
In line with section 15 of the Children, Young Persons, and Their Families Act, any person in our schools or kura who believes that any child or young person has been, or is likely to be, harmed (whether physically, emotionally, or sexually), ill-treated, abused, neglected, or deprived must follow school procedures and may also report the matter to a social worker or the local police.
Although ultimate accountability sits with the board, the board delegates responsibility to the principal to ensure that all child safety procedures are implemented and available to all staff, contractors, volunteers and parents. Therefore, the principal must:
1. Develop appropriate procedures to meet child safety requirements as required and appropriate to the school.
2. Comply with relevant legislative requirements and responsibilities.
3. Make this policy available on the school’s internet site or available on request.
4. Ensure that every contract, or funding arrangement, that the school enters into requires the adoption of child protection policies where required.
5. Ensure the interests and protection of the child are paramount in all circumstances.
6. Recognise the rights of family/whanau to participate in the decision-making about their children.
7. Ensure that all staff are able to identify the signs and symptoms of potential abuse and neglect, deal with disclosures by children and allegations against members and are able to take appropriate action in response.
8. Support all staff to work in accordance with this policy, to work with partner agencies and organisations to ensure child protection policies are understood and implemented.
9. Promote a culture where staff feel confident they can constructively challenge poor practice or raise issues of concern without fear of reprisal.
10. Consult, discuss and share relevant information, in line with our commitment to confidentiality and information sharing protocols, in a timely way regarding any concerns about an individual child with the board or designated person.
11. Seek advice as necessary from NZSTA advisors on employment matters and other relevant agencies where child safety issues arise.
12. Make available professional development, resources and/or advice to ensure all staff can carry out their roles in terms of this policy.
13. Ensure that this policy forms part of the initial staff induction programme for each staff member.
Child Abuse/Neglect includes
Emotional/Psychological Abuse eg Family violence, exposure to illegal activities, and rejection.
Neglect eg Medical neglect, abandonment, neglectful supervision.
1. It is essential that all procedures and steps taken are kept confidential to those immediately concerned.
2. The child safety should always be the paramount consideration in the notification process.
3. No decisions or actions in respect of suspected or actual child abuse are to be made by any staff member in isolation unless there are concerns for the immediate safety of the child. The Principal or in the event of unavailability, senior teaching staff will be the initial resource team in this school. No outside agency will be involved without the prior knowledge of the Principal unless it is impracticable to do so.
4. A consultative approach is essential to ensure the safety of the child and the staff member. Staff must discuss their concerns with the Principal or nominated person/advocate. Where applicable follow the Board’s complaint policy.
5. In case of a report from a third party to the school, the school will direct the third party to a helping agency. A report outlining the alleged abuse along with the name of the helping agency shall be made, in writing, witnessed by the Principal, and held on file. The school may need to be involved later.
6. Decisions about informing parents or caregivers should be made after consultation between the school and Oranga Tamariki.
7. Topic study promoting self esteem and personal safety will be taught as part of the Health Curriculum to increase children’s assertive skills in dealing with uncomfortable situations, and to help raise teachers’ consciousness of the issues.
8. When a third party, either NZ Police or Oranga Tamariki become involved, it will become their investigation into the alleged abuse. Neither the school nor the teacher can interfere, however the school can lend support to the child and share relevant documented information.
9. If the school or the teacher lends support to the child, under no circumstances are they to discuss with others the incident or the investigation being carried out by the outside agency.
10. Support for the teacher involved will be provided.
The attached reporting process for suspected or disclosed child abuse will be followed.
These reporting procedures are to be followed after abuse is discovered, disclosed or suspected.
1. If the child is in danger or unsafe, act immediately to secure their safety.
2. Listen to the child and reassure them they did the right thing in disclosing.
3. Write down what the child says, check that comments and events surrounding the concern are also recorded. Documentation may subsequently be used in court as evidence for either side. Avoid making judgements, simply record the facts(who, when, where information is import to record for risk assessment).
4. Do not formally interview the child. Obtain only necessary relevant facts for when clarification is needed. Interviewing of suspected abuse victims is a specialised procedure and shall be the responsibility of those who are trained in such techniques.
5. If the child is not in immediate danger and is not upset re-involve them in usual school activities.
6. If the child is visibly upset provide appropriate activity for them under supervision with someone familiar until they are able to rejoin classroom activities.
7. Inform the Principal, nominated person, or other staff members if the allegation concerns the Principal. In absence of the Principal, refer immediately to the staff member trained in management procedures or a senior staff member for advice on further action.
8. Notify Oranga Tamariki contact centre (0508 326 459) or Police.
9. Obtain during the notification an indication of likely action and time frames. Seek advice from Oranga Tamariki or Police on what to tell the child (decisions concerning after school arrangements and notifying the parents will be made by Police and Social Workers in consultation with the school).Document the details of Police or Oranga Tamariki staff spoken to.
10. Get support for yourself from appropriate people if needed.
11. Notification should be made to the Police or the Oranga Tamariki national contact centre. The Contact Centre telephone member is 0508 326 459 fax 09 914 1211 or email firstname.lastname@example.org
12. Inform the board chairperson where appropriate.
Reporting of suspected or actual child abuse and neglect: Protocol between the Ministry of Education,
the NZSTA and Child, Youth and Family 2009
REVIEW BY: 08/21
REPORTING TO PARENTS
Both formal and informal reporting is important in the establishing of good relationships between parents, child and teacher. These relationships are essential to good learning outcomes.
- Reporting will meet the requirements of the Education Act.
- Communication between parents and teachers should keep parents regularly informed.
- To inform parents of students: – achievement and progress in relation to the National Standards.
- To inform parents of students overall progress and social development.
- To establish common goals with parents in respect to their children that can be jointly pursued.
- Reporting will be timely, accurate and appropriate. Reporting takes place in a variety of ways.
- A formal meet the teacher and goal setting opportunity will be held early in early Term 1.
- Parent teacher interviews will be held in Term 2, which will include a written mid-point report in relation to National Standards.
- Student led sharing of learning conferences will be held in Term 3.
- A written final end of year report will be sent home in Term 4.
- For students in Y1-3 there will be an additional anniversary National Standards Report near the anniversary of their start date.
- Class assemblies for student voice to be heard by parents in activities, informal parent interviews – ‘open door’ policy.
- Teachers who have concerns about aspects of a student’s progress or attitude will arrange for parents to come into school, to discuss possible courses of action that might help to solve the problem.
- Parents may arrange an interview at any time.
- School newsletters will be a weekly communication vehicle.
- Class newsletters and class blogs will be updated on a regular basis.
REVIEW BY: 08/19
Homework will be set and should be done with encouragement in the home setting Homework will be set at the discretion of the syndicate (Junior and Senior) leaders and teacher involved.
Homework is provided to support the child’s learning to establish practice with time management and to have positive interaction with family members. We believe that the family can provide a rich out of school programme and the school needs only to compliment this.
- Set homework that is achievable and purposeful
- Homework will be monitored
Parents should ensure that:
- homework is done with positive encouragement and support
- Teachers to be kept informed of any problems.
- Parent Consultation will take place every three years at the time of the policy review
REVIEW BY: 08/19
Reporting to Parents
Term 1 Meet Teacher/Start point interviews.
Mid-year(Term 2); oral interviews with written overview.
Term 3 student/parent sharing of learning.
Term 4 End of Year full written reports.
Teachers or Parents may request a parent interview at any time. Please contact the teacher or the office to make an appointment.
BULLY PREVENTION AND RESPONSE POLICY – NAG 5
The Patumahoe School Board of Trustees seeks to take all reasonable steps to develop high standards of behaviour in order to fulfil the charter expectation and the requirements of NAG 5. The Board of Trustees seeks to foster and develop a safe, positive physical and emotional school environment that creates a climate of trust. Students, staff, parents and whanau share the responsibility for making Patumahoe School a respectful and inclusive environment.
We are committed to ensuring that our school provides an environment free from bullying behaviours. All members of our school community – Board of Trustees, school leaders, teachers, staff, students and parents and whanau should have an understanding of what bullying is; and know what to do when bullying does occur.
Bullying behaviour is not an individual action. Our school community agrees that:
- Bullying is deliberate
- Bullying involves a power imbalance
- Bullying has an element of repetition
- Bullying is harmful.
Bullying behaviours can be physical, verbal, or social, and can take place in the physical world or digitally.
It is important to note that this policy reflects and covers the following aspects
- Racist bullying
- Bullying of students with special needs
- Homophobic bullying
- Transgender bullying
- Sexual harassment
- Cyber bullying
However the above is not an exhaustive list of the types of bullying we will be focussing on; it is vital that these are recognized and specified as forms of bullying.
Bullying is not an individual action. It involves up to three parties; initiators (those doing the bullying), targets (those being bullied) and often bystanders (those who witness the bullying).
We recognise that real change happens when students, staff, parents, whanau and other members of the community share responsibility for making our school a respectful and inclusive environment. We will:
- When we survey our school community we include this as part of the process. Examples can include our biannual survey and our Health survey.
- Identify areas for improvement through the survey findings and develop a bullying prevention action plan
- Hold termly professional learning and development on our understanding of bullying prevention and response (This will likely be at staff meeting level)
- Have this form part of the Health and Safety Portfolio on the BOT but will be part of the BOT focus for the needs of all stakeholders.
- Use a range of activities including curriculum based programmes to develop the ability for students to relate to each other (Kia Kaha, peer mediation, social problem solving solutions, role playing)
- Promote digital citizenship throughout ICT and promote safe use of technology (through our ICT Use Agreements) This links to our ICT related policies.
BULLYING RESPONSE, FOR WHEN BULLYING OCCURS
We recognise the importance of consistently responding to all incidents of bullying that have been reported in our school and ensuring that planned interventions are used to respond to these incidents and support all involved. We will support anyone who has been affected by, engaged in or witnessed bullying behaviour.
- All reported incidents of bullying will be taken seriously and followed up as appropriate.
- An appropriate adult will support the affected students by:
- Reassuring that they have done the right thing in reporting the incident
- Responding to bullying incidents to activate the response and action needed (relevant website references below – using the quick reference guide to categorise the behaviour of necessary which is assessed via the links below).
- Ensuring all incidents are appropriately recorded.
- We will involve parents and whanau as early as possible and as appropriate
- All more serious incidents will be escalated to senior management and we will seek advice and involvement from outside agencies
- We will provide appropriate support for targets, bystanders and initiators of bullying behaviour
- We will regularly monitor all incidents of bullying and identify patterns of behaviour.
Staff are to be aware of bullying prevention and response resources that can be located via the following websites and apply as appropriate;
We recognise the importance of good communication between home and school to promote consistent messages and to ensure that any reported bullying can be recognised and responded to effectively. We will regularly raise the awareness of our school community’s approach to bullying and celebrate our positive school culture, for example through parent evenings, assemblies, class-based activities and displays.
Our interaction with our wider school community will include having this policy on the school’s website. We will make the policy available in multiple formats (in print, on the web and in school notices and newsletters) and ensure it is translated into other languages as necessary.
EVALUATION AND REVIEW
We will review and revise this policy annually to ensure that the school’s bullying prevention practices are recognised and celebrated. This will include an annual meeting to monitor, review and modify the policy and action plan (to reflect changes with the school, survey findings, incident reviews). We will track and monitor all bullying related incidents and regularly report this information to the school community. We will monitor incidents to ensure we are looking at a consistent approach across the school.
This is a guiding document that support the underpinning values of Patumahoe School.
The principal will report on the effectiveness of this policy and school programmes annually in term 4 or as required.
This document is supported by the following link on the MOE website
The following link is to be displayed on the school website to provide access to relevant material for students/parents/guardians and interested parties.
Review By: 02/19
School Uniforms identify and promote the safety of Patumahoe School pupils and makes the children feel proud citizens of the community showing school spirit, building confidence and supporting school and community values.
The school uniform is compulsory ensuring our pupils:
- Are easily identifiable in the community thereby enhancing personal safety both traveling to and from school and in out-of-school activities
- To have a sense of school pride and belonging
- All students are required to wear the designated Patumahoe School uniform
- The uniform is worn all year round; there is no summer or winter uniform. Children may wear the parts of the uniform needed depending on the weather conditions.
- The school uniform shall consist of the following:
- Royal Blue T-shirts –short sleeve with school logo
- Royal Blue Polar Fleece long sleeve with school logo
- Royal Blue Skorts (shorts with a skirt flap) for girls
- Royal Blue Taslon pants – long, lined/fleece.
- Royal Blue shorts (for boys or girls) – NO rugby/league shorts
- Hats – bucket (compulsory for outdoors in Terms 1 and 4)
- Beanie – for winter use Terms 2 & 3. (Optional)
- During swimming season swimming cap and goggles are compulsory
- School appropriate shoes and or sandals should be worn.
- School uniforms will be available from the designated supplier.
- When available second-hand uniforms are available at the school for purchase.
- Thermal long sleeved tops in navy blue or black may be worn underneath the school short sleeved T-shirts. Navy blue or black tights maybe worn under skorts.
- If a pupil does not consistently wear the correct uniform, parents will be notified to ensure policy is followed.
- Nail polish is not to be worn.
- No jewelry is permitted to be worn except pierced stud earrings and wrist watches.
- Hair adornments should be kept to minimal and be of school colours.
- Sports/house T-shirts – available for purchase from time-to-time as one off orders, to be worn on sports days and PE.
Review Date: 04/22
Students need to be confident and capable users of Digital Technology and be able to select appropriate digital tools to enhance and support learning appropriate to their ability level.
- To ensure that all learners have the opportunity to become digitally capable individuals.
- To promote the use of Digital Technology across all curriculum areas and achievement levels.
- To implement Digital Technology as a learning tool to support carefully selected pedagogical approaches.
- To enhance communication and connection with our whanau and wider community.
- To promote honesty, integrity and ethical behaviour when using digital technologies.
- To provide opportunities to access the curriculum by providing assistive technology to support specific learning needs.
- To ensure maintenance and purchasing of Digital Technology is maximised.
- Any personal devices (including tablets and cellphones) cannot be brought to school without express permission from the principal.
- All students will have access and opportunity to use the school’s digital technology resources.
- Digital technology experiences will be planned, purposeful and reflect sound learning theory and practise.
- Staff will be supported and assisted when developing the capacity to integrate technology into classroom programmes.
- Cybersafey will be continually discussed in an ongoing need based way and as part of ‘Keeping Ourselves Safe’ topics and other personal safety programmes at school.
- All users of digital technology will be required to sign a correct use and safety agreement.
- The school website will provide up to date school information.
- Students work may be shared online with their families through platforms such as Google Drive and Seesaw.
Review By: 11/20
- The school’s cybersafety practices are based on information in the latest version of the NetSafe® Kit for Schools, which is endorsed by the New Zealand Ministry of Education as best practice for New Zealand schools.
- No individual may use the school Internet facilities and school-owned/leased Digital Technology devices/equipment in any circumstances unless the appropriate use agreement has been signed and returned to the school. Use agreements also apply to the use of privately-owned/leased Digital Technology devices/equipment on the school site, or at/for any school-related activity, regardless of its location.
- Patumahoe School use agreements will cover all board employees, all students (including adult and community), and any other individuals authorised to make use of the school internet facilities and Digital Technology devices and equipment, such as teacher trainees, external tutors and providers, contractors, and other special visitors to the school.
- The use agreements are also an educative tool and should be used as a resource for the professional development of staff.
- Use of the Internet and the Digital Technology devices/equipment by staff, students and other approved users at Patumahoe School is to be limited to educational, professional development, and personal usage appropriate in the school environment, as defined in individual use agreements.
- Signed use agreements will be filed in a secure place, and an appropriate system devised which facilitates confirmation that particular individuals are authorised to make use of the internet and Digital Technology devices/equipment.
- The school has the right to monitor, access and review all use. This includes personal emails sent and received on the school’s computers and network facilities at all times.
- The school has the right to audit at anytime any material on equipment that is owned or leased by the school. The school may also request permission to audit privately owned Digital Technology devices/equipment used on the school site or at any school related activity.
- Issues relating to confidentiality, such as sighting student or staff information, reasons for collecting data and the secure storage of personal details and information (including images) will be subject to the provisions of the Privacy Act 1993.
- The safety of children is of paramount concern. Any apparent breach of cybersafety will be taken seriously. The response to individual incidents will follow the procedures developed as part of the school’s cybersafety practices. In serious incidents, advice will be sought from an appropriate source, such NetSafe, the New Zealand School Trustees Association and/or a lawyer with specialist knowledge in this area. There will be special attention paid to the need for specific procedures regarding the gathering of evidence in potentially serious cases. If illegal material or activities are suspected, the matter may need to be reported to the relevant law enforcement agency.
- Educating students and the school community about the safe and responsible use of information and communication technologies.
- Regular review of cybersafe policies.
- I cannot use school Digital Technology equipment until my parent(s) and I have signed my Digital Technology and internet use agreement form and the completed form has been returned to school.
- The only purpose for school computers and other information technology resources is to support teaching and classroom learning.
- The school will do it’s best to keep me safe while using global information systems such as the internet.
- I must not, at any time, use the internet, email, mobile phones or and Digital Technology equipment to be mean, rude, offensive, or to bully, harass, or in any way anyone else connected to our school, or the school itself, even if it is meant as a ‘joke’.
- I am forbidden to pass on such material by copying, storing or printing it.
- I can only go online or access the internet at school when a teacher gives permission and an adult is present.
- Only school devices may be used without permission from the Principal.
- School staff and administrators have complete access to student log ins for monitoring purposes. Students can expect no privacy use of Google Apps at school or at home. Student work can only be viewed and accessed within our own Patumahoe School Google Apps Domain.
Take care of Computer and Technology equipment:
- I will be careful with equipment and furniture.
- I will respect the copyrights on software and music.
- I will use only school software on school computers.
Be considerate of other users:
- I will share available equipment.
- I will take care not to scan or display graphics, record or play sounds, or type messages, which could cause offence to others.
- I will tell the teacher straight away if I accidentally come across any material that would not be allowed at school.
Be responsible for privacy and security:
- I will not give anyone on the internet information about myself or anyone else-this includes address, phone number, photograph or credit card information.
- I will ask the teacher before connecting any device (such as a USB drive, camera, or phone) or run any software to school Digital Technology.
- I will tell the teacher if I come across a virus or other problem.
- I will not use school accounts for the purpose of social media.
- I will not access any other students accounts.
I have read this agreement with my family and I know the importance of the school rules for the use of Digital Technology equipment and the Internet. I know that if I break these rules, I may lose the right to use a school computer and the school may take other disciplinary action against me, which could include banning me from using any Digital Technology equipment.
- I have read this agreement and understand that my child is responsible for using school equipment and the internet as outlined in this agreement.
- I have gone through the agreement with my child and explained its importance and that there may be serious consequences for breaking the Agreement.
- I understand while the school will do its best to restrict student access to offensive, dangerous, inappropriate at school or illegal material on the internet or through email, it is the responsibility of my child to have no involvement in such material.
- I give my permission for my child to be given access at school to global information systems and Apps e.g the internet or mathletics.
Please Note: This agreement for your child will remain in force as long as he/she is enrolled at this school. If it becomes necessary to add/amend any information or rule, parents will be advised in writing.
- The school may publish student material on its own website, blogs and New Zealand based websites endorsed by the Ministry of Education
- The school publishes material to promote the school to the wider community and educate the student on the role of technology in society
- The school acknowledges that it cannot control who accesses the websites on which students images or material is published or the copying, by visitors to the websites, of images of the students and their work.
- The school will only identify students by their name and year at school. Students’ home addresses’, and telephone numbers will not be available on websites or blogs.
- Parents/Caregivers permission will be obtained for their child’s work/images to be made available for publication. A record will be kept on the school management system of parental response.
- The school will not publish material online that may defame anyone, be objectionable from a human rights point of view, be obscene, or infringe the copyright of third parties.
- The school has a designated Digital Technology staff member who is available to answer any queries from parents or students about the operation of the school’s policy for the online publication of students work.
CONCERNS & COMPLAINTS
It is essential that concerns and complaints should be dealt with promptly, sensitively and responsibly.
All legal requirements must be met.
A concern; an awareness is being made of a situation that may be solved by the parties involved, but not necessarily requesting action.
A complaint: a written request for action.
To ensure that all concerns and complaints are dealt with in a timely, respectful and consistent manner and covers concerns / complaints from parents / caregivers / children, staff and Board of Trustees members.
All staff and Board of Trustees members need to be aware of the process and refer any concerns made to them to the appropriate person.
The attached flow chart shows the process to be followed and where appropriate seek advice and guidance from NZSTA.
- Concerns and complaints should be addressed to the appropriate staff member who will investigate and respond.
- If dissatisfied with the response, the concerns/complaint should be addressed to the principal who will investigate and respond. The recipient of any complaint deemed to be of a serious nature is required to communicate this to the Principal in the first instance.
- If still dissatisfied the complainant should address their concern/complaint in writing to the Chairperson, Board of Trustees who will investigate and respond.
- In cases of complaint against the Principal which remains unresolved in the first instance, a formal written complaint must be made to the Board of Trustees Chairperson.
- The complainant is informed by the Principal or Board of Trustees Chairperson of the outcome.
- A record of all complaints, making mention of subsequent follow-up action where it is appropriate, should be kept.
- Relevant concerns will be reported to the Chairperson of the Board of Trustees by the Principal.
- The attached flow chart shows the process which a concern/complaint will be handled by the school.
- All written complaints addressed to the Board of Trustees will be dealt with according to NZSTA guidelines and best practice.
Privacy Act 1993
Human Rights Act
New Zealand School Trustees Handbook – Section B: Human Resources
NZSTA – Dealing with complaints effectively
Concerns and Complaints Procedure