Annual report2014website

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PRINCIPAL’S ANNUAL REPORT

2014

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 2014, 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 2014, 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 2014 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 2014 and to indicate future directions for 2015 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 2014, 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), e-

asTTle writing and reading, 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.

The data provided below is a resumé of the much more

detailed analysis provided to staff and the Board of Trustees

over 2014. 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 2015. 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


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Report on School Improvement Targets for 2014: Analysis of Variance.

A feature of this 2014 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.

Curriculum Targets and Outcomes in literacy and mathematics were developed for the 2014

year and included:

Baseline Data – The situation in 2013 and what informs us

Targets Set for 2014

Actual Outcomes for 2014

Variance data

So What? Barriers and Quality Action required

National standards data documents

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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 2014. 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 2014 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 2014 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 2014 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 our 3 teams gaining 2nd, 3rd and 4th places in their grades in the Franklin tournament.

Cross Country: Well organised school cross country programme with students gaining 9 top 10 placings

at Group level and representing Hill at the Franklin championships where 4 runners gained top 10 placings

and were part of the Central Group team which won 3 of the 4 age group team competitions and came 2nd in

the remaining team section.

Orienteering programme for senior classes and teams placed

well in Franklin champs with 2 individual students in the top 10

and a 2nd placed team.

The cricket team reclaimed the cricket

trophy which they had

held for the last 4

years consecutively in

their annual match

with Patumahoe until

being narrowly beaten

in 2013. The team also

won a Counties Manukau tournament. In 2014, 7 players were part

of Counties Manukau rep teams.

Hockey teams competed in Franklin tournament with 3 of the 6

teams placed 4th and 5th in their grades, and several students

achieving Counties Manukau representation. The school has

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.

A team of 14 swimmers represented the school at Group Day, and 4


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qualified for the Franklin swimming champs, gaining several 2nd and 3rd places in finals.

In the Cultural Festival Ki o Rahi sporting event, our 2 teams both won 1st place in their sections.

In Netball, 6 teams entered a Franklin championship, with a range of results, and in Soccer, 6 teams

competed with two teams placed 2nd in their grades.

Excellent results in Franklin padder tennis with boy’s pairs taking

out 1st, 2nd and 3rd places in Franklin Champs, and a girls team in 3rd

place in the finals.

In athletics, a squad of 54 students qualified from school

championships for Group events. At Group day, the team gained 30

1st -3rd places in finals events. A team of 16 qualified for Franklin

champs and gained an impressive 26 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.

An initiative continued in 2014 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 2014, 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.

In gymnastics, our team entered the Franklin championship and squad members won or were placed in all

apparatus and floor competitions.

A lunchtime walking group led by Shirley Smart for students and staff linked to our Health Promoting

school programme was popular. Hill holds the Gold Award for TravelWise activities.

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

Learning to swim starts at Hll


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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 2014, EOTC highlights included:

A senior camp for Year 5 and 6 students at Port Waikato.

An overnight camping experience for Year 3-4’s.

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)

programmes.

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 2014 included the English results with 2 Distinction, 13

Credit results, mathematics students gained 1 Distinction and 12 Credits. Spelling entrants gained 2

Distinction and 12 Credit results, and in computer studies it was pleasing to achieve 1 High Distinction, 1

Distinction and 3 Credit results from the 9 students who entered.

Other events and activities that catered for special ability groups included our Ambassadors attending a

Young Leaders day motivational seminar, an art workshop, and Malcolm Laurence taking a speech maker

group in preparation for school competition which saw Jessica Pressnell 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 Franklin school teams.

At the 2014 competition with over 40 school teams, Hill had excellent results with one team gaining 3rd

place and the other 10th.


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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 2014 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.

E.S.O.L (English Speakers of Other Languages) During each term, up to 35 children from a number of

ethnic backgrounds received assistance as students who do not have English as their first language.

The data below indicates the ethnicity of the 35 (27 at this time in 2013) students at Hill who met the

criteria for non- English Speaking background funding by the MOE at mid year.

South African: 3 Bangladeshi: 1 Fijian Indian: 3

Indian: 9 Tongan: 10 Russian: 1

Cook Is: 2 Chinese: 1 Filipino: 3 Samoan: 2

The first languages spoken by these children are Afrikaans, Russian, Hindi, Punjabi, Bengali, Gujarati,

Tagalog, Tongan, Samoan and Cantonese

We do have considerably more children from some of these backgrounds, who also may be included in

programmes but they do not meet the criteria for any additional funding.

Special Needs: The school meets the challenges of providing support for children with special needs in 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 95 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 is now mandatory for all schools and we have

an excellent relationship with these specialist personnel and their employer schools.

Perceptual Motor Programme: Delivery of a Perceptual Motor Programme was continued in 2014 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 now provided for all Y 1 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. Classes were encouraged to use te kupu o te wiki as part of ongoing valuing of te

reo.

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 both teams

winning first place in their section. Our kapa haka group led by Renata Monika and Jade Chamberlain

performed 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 programme continued in 2014 was our Pasifika cultural group mentored by

senior students from Wesley College who led the 35 children involved. This was part of a wider goal of

better engaging our Pasifika community. The Wesley students, including their Head Girl Loata and

supported 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


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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 800 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: During 2014, 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 and whanau. Over 2014, 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 at least a 3 year term by the JR McKenzie trust. The Principal is a

member and Treasurer of the Trust. During 2014 the Trust appointed Nikki Tarapa as its paid Kaitautoko to

promote and advance the goals of Te Huarahi.

Another focus was the continuation of the Maori Enrichment class for Year 5-6 tamariki first trialled in

2013. The concept and kaupapa of this class gained strong support from consultation with whanau. Mrs

Chamberlain was the teacher of this class and over 2014 support staff members Valerie Mave and Sylvia

Patu were 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.

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 2014, 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, several 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 2014, a management

Our kapa haka group welcomed the Counties Manukau Steelers and the

Ranfurly Shield to Hill School.


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unit to promote community liaison was continued by the Board for Anne Boulton and this is a successful

initiative.

Maori Enrichment Class for 2014: A Maori Enrichment class

was initiated in 2013 after whanau consultation, and continued in

2014. Teacher Jade Chamberlain and teacher aide Mrs Valerie

Mave led the class and later in the year Sylvia Patu took up the

support staff position and also led kapa haka groups.

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 2014 the Enrichment class also took a leadership role in promoting matariki and taking te reo

in junior classes.

Family Conferences and Reports: An impressive 85 % of junior class families attended a meet the teacher

evening early in Term 1, and 78% of families attended initial Family Conferences with Year 3-6 students in

Term 1 and 75% 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, 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 World Vision Kids for Kids, and at school assemblies.

The Hill kapa haka group continued in 2014 with tutors Renata Monika, Sylvia Patu, Jade Chamberlain,

Valerie Mave, and the Principal 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.

Senior school speech competition and entry to Franklin championship.

Pasifika group led by Wesley College students perform at concert after

a term’s training.

French language lessons

after school led by a Hill

parent.

Lunch with the Principal: This initiative was begun in 2013

and continued in 2014. Led by Mrs Smart and her student

Celebrating

Matariki

led by our

Enrichment

class

Celebrating achievement at lunch with the Principal


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Health Promoting team. The aim is to celebrate excellent attitudes and achievement by our students by

inviting a student from each class to join the Principal for lunch. This event was held each term, noted in

Family Newsletters, and certificates were presented at school assemblies 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 2014, 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 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.

Virtues: After initial consultation with the community, to identify key

and commonly held virtues, 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 2014 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 2014, 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


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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 and in this 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, Lest we Forget WW1 assembly, Book Week, were all

2014 events often with a fundraising focus for external causes, and linked to our virtues or concept inquiry

themes.

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 2014 – 2016 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 5 Health and Safety 2014

Nag 6 Administration 2014

Nag 1 Curriculum and Student Achievement 2015

Nag 2 Documentation and Self Review 2015

Nag 3 Employer Responsibilities 2016

Nag 4 Financial and Property Management 2016

School Bylaws 2016

Linkage to Strategic Plan:

The policy review is noted in the Strategic Plan under section 2.11.


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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:

In 2014, following national elections in 2013, the Board was: Greg Saunders (Chairperson) Andrew

Morgan, Amy Nicholson, Rob Davis, Julie Brook, Nigel De Maine 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 2014, the Board reviewed its committee and

portfolio job descriptions as part of its self review process.

Chaplaincy Service: An initiative approved by the Board several years ago, and continued in 2014 was the

role of the school’s chaplain. In 2014 our chaplain was Tarni Witter.

This service for students and staff is arranged through the Churches Education Commission.

Staffing Costs: The costs of relieving personnel to release staff when required, as well as course and travel

costs, are met primarily against Staffing Entitlements provided by MOE, and secondly through specific

operating grant budget areas. It is also appreciated that a number of staff attended professional development

programmes in their own time.

At a total cost of over $195 000 ($180 000 in 2013) these staffing costs, which do not include base staff

salaries and wages, are a significant investment in providing professional development, release, and support

across the school.

Leadership and Management Units: The Board has a comprehensive Unit Allocation policy statement on

Units which aims to provide a transparent and fair process regarding unit focus areas and allocation.

At Hill School, units have been incorporated into the curriculum focus and needs identified through the

Strategic Plan, as well as those committed to permanent management and leadership appointments.

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.

Professional development is delivered through 3 distinct focus areas:

a. School wide whole staff professional learning

b. Syndicate and Team

c. Individual Development


12

ICT Development:

ICT development has continued in a range of ways: identified staff members attending conferences, a focus

on support with software and new devices by ICT Team leaders and colleagues, and voluntary workshops.

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.

Syndicates have an important role in professional development. Each team – Y0-2, Y3-4, and Y5-6, follows

the process for planning their own team/syndicate meeting PD emphases and topics and the documents for

this are included in the term Concept booklet.

Besides regular Concept Based content, there has been sharing of good practice in literacy, aspects of the

assessment and leadership development with a focus on writing, easTTle technical development and

moderation, sharing of assessment data analysis and recommendations for improvement, professional

reading and best practice in classroom programmes.

Individual Development and Performance Management Systems: The Performance Management

System has been refined so that there is an increased focus on individual development goals as well as

attestation requirements. This has been a very successful way of approaching Performance Management

with teachers also benefitting from the opportunity to work on development goals with identified buddies.

The Teacher’s Council criteria have been incorporated.

CWSN/ESOL Employment:

The school has maintained within its funding levels, strong support for

CWSN and ESOL pupils. Over 10 specific programmes have been

provided during 2014 involving 12 support staff and the SENCO.

Specific ESOL support programmes have continued and general special

needs support has been delivered over the year. There has been in-class

support provided for classes and feedback from teachers and teacher aides

has been positive. Data about the effectiveness of interventions also

reflects the success of this approach. Tracking of support sheets have

helped inform identified needs meetings which typically have included SENCO, APs, and RTLBs. For some

years we have transferred the teacher components provided for ORS students to Parkside School and

Kelston School for the Deaf who then provided the equivalent staffing support. Changes to funding and

staffing from the MOE now makes this transfer mechanism mandatory for ORS students. Through our

staffing organisation, the Board has supported the role of SENCO Anne Boulton who is employed for 3 days

per week with the intention to increase this to 4 days in 2015 to recognise increasing work load an numbers.

There has been considerable support from RTLB’s, speech language therapists, and other Special Education

personnel employed by the Ministry of Education. Service delivery has generally been both timely and

assistive. It is noted that the RTLB transformation process is generally seen as a positive influence on

service delivery, and this is in part due to the effectiveness of the Nga Hau e Wha cluster managed by Julie

Fox and the strong relationships we have with the cluster through our Senco Anne Boulton. A continuing

concern over 2014 is the extreme difficulty for children to be approved for ORS funding and the difficulty

Technology of the present at our learning hub Technology of the past


13

in accessing additional funding or external staffing support for special needs students in general. Although

MOE staffing level entitlements put pressure on our staffing organisation, it is planned to increase the 0.60

SENCO employment to 0.80 FTTE to meet the needs of special needs students and support staff

organisation in 2015.

Health and Safety: Through 2014 a number of staff have

undertaken either the intensive two day St Johns Workplace

First Aid Course or the one day Refresher course. A total of 11

staff now have this qualification. A Workplace Health and

Safety committee led by trustee Nigel De Maine, has continued

to meet on a termly basis, and has been reasonably active with

membership including Board and staff representation which is

a helpful combination. A hazard data base has been reviewed

and updated by the Health and Safety Committee several times

during the year and advised to staff by the Principal and

additions invited.

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 2014,

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 2014, the school received $7826.00 which was mainly spent on

employing swimming tutors from Fulton School of Swimming.

Resource Manager: The Resource room is effectively managed by Madhu Hari. The central resource room

is an important facility in terms of access to resources, processing of new resources and repairs to existing

items.

ICT Technical Support: The role of Mrs Heather Murray in ensuring regular maintenance and technical

improvements is much appreciated. In 2014, Ed Tech Limited has provided IT maintenance to support the

substantial investment in Classroom Manager, networks and general ICT infrastructure.

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 $116 000 was expended

through Board and PTA funding across all ICT areas. Specific expenditure in 2014 included ICT Hardware

of over $45 000, Board SNUP contribution of $8 800, infrastructure cloud based upgrade of $31 860, and

ICT Technical support of $17 870.

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. Purchase continued of ipads, and data projectors, In 2014 all classes had the use of data

projectors and powered speakers or large screen televisions linked to laptops. A Learning Hub of 12

computers is set up in the large foyer between Rooms 20/21 and 15/16. This is a welcome addition to our

infrastructure as is the learning area adjacent to Room 18. By 2014 a major SNUP (School Network

upgrade) was completed as a shared MOE and Board cost and UFB ( Ultra Fast Broadband) connection was

installed giving fibre to the gate capacity. In 2014, a whole school wireless capacity project was undertaken

Let’s keep them safe out there!


14

as an addition to the earlier SNUP upgrade, and a cloud based SMS (Edge – Musac) system was also

introduced.

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 Resource Room includes 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.

Five Year Property Plan: The Board employs consultant David Bowes of Consultus Ltd to arrange, co-

ordinate and project manage the property programme of the school contained within its 10 Year Plan and 5

Year Agreement with the MOE in conjunction with the Board and its Property Committee. In 2013, a new

Property Agreement was prepared and submitted to the MOE but by year’s end approval had still not been

received and as a consequence a major re-roofing project of the Sizemore block that also involved structural

changes to Rooms 16 and 17 had to be negotiated separately with the MOE to release funding and ensure

work could begin in 2014. It was of real concern that the 10 Year Plan was not approved until late in 2014

which has had the effect of holding back the implementation of the Property Plan.

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 2014 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 continued to be paid, not paid, over paid and under paid during

2014 as the ongoing failure of Novopay affected staff. Novopay has been a major blunder and of real

concern to Boards as the employer of staff. Over 2014, there was some improvement in delivery but by the

end of year there were still longstanding errors, 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 Vicky Keary and her commitment to our staff in resolving many of these payroll errors caused by

Novopay. 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. During 2014, it was

announced that the Ministry would “take over” the running of Novopay to a significant extent, and

assurances were given that the system would improve in 2015.

Audit Report: It was pleasing that an Unqualified Audit opinion was received for the 2014 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 2014.

PTA Donations: During 2014, the PTA was generous in donating

over $13 800 and raising over $11 700 net, with a healthy closing

balance of over $17 600. These donations were used for: supporting

school trips and related bus hire costs, assisting students to attend

camps and trips, prize givings, and resource development. The

overall contribution of the PTA with the support of the school

community was a real credit to the 2014 PTA Committee.

Sausage sizzles are a popular fundraiser


15

School Donations: There was a positive and regular approach to school donations, and the conservatively

set budgeted income of $16 000 was exceeded with income of over $21 800 ($16 000 received in 2013), 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 2014, sponsorship, grants and other income included: $2 841

from Postie Plus, and $507 from Photolife. Newsletters were supported by the Pukekohe Professionals, and

there was ongoing support from Pukekohe McDonalds, Pukekohe Nandos, Bayleys Real Estate, 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 2014, a

number of staff undertook St Johns Workplace First Aid refresher courses. At year’s end, a total of 11 staff

held this First Aid qualification.

Health Centre: There is a range of 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 2014, 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 2014, with a particular focus on hazard identification. There is a close relationship with the

Property Committee which is helpful.

Contacting School: As part of our “let’s keep them safe” approach, different ways of contacting the school

were promoted in 2014 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 school website also has a function for reporting absences.

In 2014 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 2014. 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 is well

established and reasonably effective. 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

Encouraging

risk taking

can promote

making safe

decisions


16

student behaviour. Strong links are made with the school wide Virtues programme and seen as promoting

reduction in consequence book entries.

Health Promoting School Programme: Led by Mrs Smart, the student Health Promoting Team was active

in 2014. An initiative continued in 2014 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 front of a panel of judges who were impressed with our chef’s culinary expertise.

The HPS team prepared food for a number of school events and helped promote healthy eating options.

TravelWise in

2014: 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 2014. In addition, staff were also involved through TravelWise with Auckland

Transport to promote the TravelWise message.

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

2014

2012

2010

2008

201

202

135

192

620

571

614

574

670

617

641

616

2006 179 530 581

2004 176 541 587

2002 156 525 556

2000 188 524 562


17

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 last 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 2014 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 contributions around student achievement by Assistant Principals Wendy Bates and Malcolm

Laurence, the finance input of Executive Officer Vicky Keary and the recording skills of Minute Secretary

Valerie Tjoelker. The Board in 2014 was Greg Saunders (Chairperson) Amy Nicholson, Julie Brook,

Andrew Morgan, Rob Davis, Graeme Rix and Nigel De Maine.

The positive support of the Board throughout 2014 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

Our 2014 Ambassadors hope you

enjoyed reading these Annual

reports....


18

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