Administering medication in School

The school should only be requested to administer medication during the school day, when it is impossible for the parent or guardian to do.

To ensure that medications administered to pupils at school is as prescribed and controlled to protect the child and the staff members administering it.

General Guidelines:
1. All requests will be on the “Parent/Guardians Request for School to Administer Medication” form and addressed to the Principal.

2. The Principal may delegate the administering of medication to a staff member who has the right to choose whether or not to accept the

3. The exact dose of medication must be provided by the parent/guardian to the school.

4. All such arrangements will be made on the basis that staff members will take due care, but responsibility will not be accepted where
medication is missed due to circumstances which may arise in a busy classroom and office.

5. The medication will be kept in a safe, secure place.

6. The school may only administer pain killers (Panadol etc) with the specific consent of the parent/caregiver each time the medication is to be
administered. Verbal consent will be acceptable.

This policy does not refer to emergency situations where under the Crimes Act 1961 Section 151 everyone has the duty to provide the necessaries of life.

Reviewed by staff
Ratified 15.8.2011
Pol- 13

Parent/Guardians Request for Levin School to Administer Medication

I/We request that:……………………………………………………………………….

of (address)……………………………………………………………………………………………be given

medication at Levin School

1. I/we accept that the school does not have a trained medical officer to administer medications.

2. I/we accept responsibility for the decision for the school, to give this medication to my/our child, and acknowledge the school is in no way
responsible for that decision.

3. I/we also accept that the school cannot guarantee that the medication will be given at a precise time or by the same person although every
endeavour will be made to do so.

4. I/we will complete a new request form if there are any changes to the medication or dose – and recommended time when medication is to be

Name of Medication: ………………………………………………………………………………………..

Dosage and time to be given at school:…………………………………………………………………

Expiry date of medication (on container):……………………………………………………………..

Date when medication is to finish:……………………………………………………………………….

Special storage requirements, ie. In fridge etc:………………………………………………………

Any side effects of medication:…………………………………………………………………………..

Signed …………………………………………………….

Animals within the confines of Levin School

· Animals within the school need to be treated with kindness and respect.
· It is not desirable to have some animals within the confines of the school.

· To ensure that authorised animals within the school are treated with kindness and are kept in hygienic conditions.
· To provide procedures to be followed to have unauthorised animals removed from the school.

· Teachers are to consult with senior staff before animals are brought into the classrooms/school.
· Senior staff are to be satisfied that any animals being brought into the school will be treated with kindness and kept in hygienic conditions.
· Teachers are to ensure that animals are kept and treated by children so that the animals are not placed in stressful situations.
· The Horowhenua District Council’s Animal Control Officer is to be contacted to remove unauthorised animals from the school environment where the owner is not immediately contactable.
· Where it is safely possible to do so stray animals are to be placed in the rubbish compound while awaiting collection by the Horowhenua District Council Animal Control Officer. Tethering should be in an area away from classrooms.
· Pupils are to be kept away from unauthorised animals.
· Due to the tetanus risk posed equine animals are not permitted on the school grounds.

Ratified 15.8.2011


It is necessary to employ teaching and non teaching staff.

The School Board of Trustees has a policy of being an Equal Opportunities Employer. Appointments will be made without prejudice to gender, age, race, martial status, dependants, ethical and moral beliefs and attitudes.

· The most suitable person for the position will be appointed.
· The Board of Trustees recognises relevant employment contracts.
· Where appropriate, for teaching staff, an appointments sub-committee consisting of up to one Board of Trustees members, the Principal, and the staff member who will be working most closely with the successful candidate, will be responsible for short listing, and where necessary interviewing candidates. In other instances the Principal will, after taking into account the criteria for the position, recommend an appointment. Recommendations will be taken to a full Board of Trustees meeting for the final appointment to be made.

1.0 Appointment of Principal
The Board as a whole will convene as the appointments committee, and may employ an outside professional to assist them.

1.1 Application period will be decided upon, being no less than two weeks and no more than four weeks, from the final advertisement of the vacancy. Closure date of the vacancy will be specified in gazetted Notice of Vacancy.

1.2 No late applications will be received.

1.3 The preferred commencement date will be at the beginning of the school term, in consultation with the new appointee.

1.4 Job descriptions and criteria for appointment will be available to all enquirers during the application period.

1.5 In the case of Principal applicants, the application must be accompanied by a Curriculum Vitae and nominations of up to three confidential referees. Such referees will be forwarded a referee’s form for completion and may be contacted by phone.

1.6 The Board of Trustees has the right to make such confidential enquiries, as to the suitability of each candidate, as it sees fit.

1.7 The Board’s appointments committee will shortlist a number of selected candidates, for interview purposes. The final preference rankings of the applicants interviewed, is to be made by consensus.

1.8 Remuneration will be subject to future negotiation and/or the Primary Teachers’ Awards Provisions, and Ministry of Education criteria.

1.9 The appointment will be made by the full Board, or quorum, as soon as possible after the interviews.

1.10 All interviews will be held within the shortest period of time, the interviewing personnel to remain the same for each interview. The same questions will be used.

1.11 The Board Chairperson will advise the successful applicant as soon as it is reasonably possible after the Board has reached its decision.

1.12 The successful applicant must notify the Board of Trustees within three working days of their acceptance or non-acceptance. Written confirmation of the appointment will then be forwarded to the Appointee on this advice.

1.13 In the case of non-acceptance, the Board of Trustees chairperson will notify the next applicant on the ranked list immediately. In the case of non-suitability of all applicants, the position will be re-advertised. All applications will be advised in writing of non-appointment using a standard form letter, as soon as acceptance has been received by the Board.

1.14 The community will be advised as soon as possible of the Board’s decision.

2.0 Senior Teachers and Basic Scale Staff Including Part-time Teachers
Will be as for the Principal but not including clauses 1,1.1,5,5.1,1.9,9,1.11,11 except that:

2.1 The Principal will assume the functions of the chairperson with regard to the selection and initial notification procedures.

2.2 The Principal will select and shortlist no more than three applicants, and then recommend to the Board of Trustees an appointment.

2.3 Written notices of appointment or non-appointments, will be signed by the Board of Trustees Chairperson or the chairpersons representative.

2.4 The application period will be as stipulated in the Education Gazette, unless at the discretion of the Principal, the advertisement of the vacancy states otherwise.

2.5 Interviews will be called for, and conducted by the Principal if deemed necessary. In which case, a representative or representatives of the Board of Trustees appointments committee, or their co-opted representatives, may be present.

2.6 Part-time or share positions will be advertised in the local newspapers when no regular suitable person is available.

3.0 Beginning Teachers
3.1 Beginning Teachers who subsequently become fully registered Teachers shall automatically be confirmed as appointed to their current

4.0 Ancillary Staff
The Board recognises the relevant Awards for Secretaries, Teachers Aides, Caretakers and Cleaners.

4.1 The Principal will advertise vacancies, select the most suitable application, and then consult with the Board of Trustees re a recommendation.

4.2 The Board of Trustees will confirm in writing the appointment or non-appointment to all applicants.

4.3 Job descriptions will be available on request.

4.4 Work history reports and previous employer recommendations, may be required.

4.5 All ancillary staff will be police vetted.

5.0 General Procedures

5.1 Reviews of non-appointment
Relevant NZEI Guidelines will be used for this purpose.

5.2 Venues for any interviews will be at the Board of Trustee’s discretion. They may act on advice of co-opted representatives or the Principal in certain instances but generally interviews will be held at the school.

5.3 Travel and Accommodation Allowances in the cases of Principal and Deputy Principal may be granted by the Board of Trustees in accordance with current Public Service Rates.

5.4 Final approval of all appointments with the exception of relievers, rests with the Board of Trustees. All relievers, daily or long term, will be appointed by the Principal.

Ratified 15.08.2011


Assessment and evaluation are integral and essential components of the learning process. There are no add-ons, they are necessary to planning, teaching and learning.

Assessment Principles:
Assessment will be built upon the following principles:

· The purpose of the assessment should be specific.

· The best interests and progress of the student should be paramount.

· Except in cases such as PAT and Term testing, assessment should be built into the learning process.

· In most instances assessment results need to be worked through with pupils.

· Assessment should be on-going, accurate, and as objective as possible.

· Assessment will take many forms, use a variety of methods.

· The type of assessment shall be appropriate for the knowledge, strategies skills, and attitudes being assessed.

· Assessment may be varied to take into account cultural difference.

· Assessment will be appropriate to the age and developmental level of pupils.

Assessment Guidelines:
· Using achievement objectives, specific learning outcomes, learning intentions in our planning.

· Being selective in the objectives that are used for recording assessment information.

· Establishing expectations for student achievement.

· Using a variety of assessment procedures to gather ‘valid’ assessment information.

· Reflecting upon evidence of students’ achievement to make judgements about their progress.

An assessment/evaluation programme is an essential ingredient of the teaching learning
process. In order that a programme is effective a policy needs to be in place, active, and

Ratified 15.8.2011


Using assessment tools:

At Levin School the term assessment tools means tools that:
Are formal published tests.
Are standardised or norm-referenced.

Assessment process:

At Levin School assessment processes are the more flexible assessment activities implemented to gather specific information about students.
Not standardised but have consistent procedures for administration and marking.
Can be informal observations, interviews.

At Levin School we:

Value teacher professional judgement.
Will use non threatening assessment methods.
Will share the LI/SC (Learning Intention / Success Criteria) with students to ensure their success and provide feedback that leads students to recognise their next learning steps.
Encourage the development of self/peer assessment skills by giving students a clear picture of want it is they are trying to achieve.
Recognise the importance of students setting learning goals for themselves.
Believe every child can learn.
Focus on how students learn.
Recognise the full range of achievements of all learning.
Have strategies in place to ensure consistency within classrooms and across the school.
We will resource professional development for teachers in all aspects of teaching and learning.
6 Year observation Surveys will be administered to all students on or near their sixth birthday.
ESOL data collection-Term 1 & Term 3-Listening, Speaking, Reading, Writing (See ESOL Funding Assessment Guidelines handbook).


New Entrant testing











Running Records


Written Language


Years 4-6

For any new students
without the following information the following tests will be completed:



(for those scoring stanine 7-9 in



Running Records





Years 1-3

– Diagnostic   



– Spelling age test



  Annotated – moderated  against exemplars



-Running Records







AsTTle for stanine

7-9 STAR







Diagnostic Interview – starting point is the last question
that was correct in previous interview


Basic Facts Y3


Years 4-6

– Diagnostic   



-Spelling age test







-Running Records







for stanine

7-9 STAR







 Diagnostic Interview- starting point is the last

question that was
correct in previous interview



Basic facts

STAR- Year 3  students

STAR any new

Peters spelling age


PAT- listening



     -Info skills



 Diagnostic Interview-

any new
students without this information




Basic facts

Peters Spelling
Age- all students







Interview- any new students without this information




Basic Facts Y3

Assessment Schedule:
Term 1-Student Portfolios Term 2-Parent Teacher Interviews
Term 3-Student Portfolis Term 4- Written Reports

Board of Trustees Procedures for dealing with the public re Board decisions

When approached by persons who are against Board Policy or Decisions, board members need to have effective measures available to them so that they do not have to bear individual consequences for collective decision making.

To provide Board of Trustees members with guide-lines to follow when approached in regard to Board Decisions or Policy.

· Thank person/s for their approach.

· Briefly explain that Board Policy/Decision are collective decisions of the Board of Trustees and that individual Board Members cannot change these or make promises on behalf of the Board.

· Advise the persons/s concerned that they are welcome to put their concerns/ideas/proposals in writing and either deliver or post them to the School or the Chairperson of the Board.

· Ensure them that the Board of Trustees will reply to correspondence received.

Reviewed by staff
Ratified 16.11.2011

Board of Trustee Training

To provide training opportunities for BOT members.

To ensure all BOT member are given opportunities to develop their knowledge and skills.
To ensure that finance and resources are provided for training.

Board members may access training by holding a workshop or attending courses.
A budget allocation has been made for training purposes.

Reviewed by staff
Ratified 16.11.2011

Cashing up Annual Leave

Changes have been made to the Holidays Act, which permit cashing up of annual leave for employees. This has budgeting implications i.e. if an employee cashes up a weeks annual leave the expectation is that they then work that week and get paid for it as well.

The board will not consider any request to cash up annual leave.

This removes all ambiguity.

Resolution of the Board:
The Board of Levin School will not consider any requests to cash-up annual holidays under the provisions of the Holidays Act 2003.

Ratified 21.09.2011
Pol – 73

Children leaving the school for legitimate purposes

The school needs to know of the whereabouts of its pupils and to safeguard itself from the consequence of children absenting themselves from the school without authority or notification.


For the school to have knowledge of children who need to leave the school.
To account for the safety of children in regard to pupils leaving the school for appointments and other legitimate purposes.
To save time being spent following up where children have left the school without staff being aware of this happening.

Children who do not regularly go home require a note.
Children who do regularly go home require a note at the start of the year.

Parents/Caregivers are to inform the school if they are going to collect their child/children from the school during school hours.

When collecting children, parents/caregivers should inform the teacher in person, if there is to be a change in procedure.

During school hours, no child is to wait outside of the school grounds or out at the front of the school for parents/caregivers but must be collected from the classroom or administration area.

Any child leaving the grounds without approval will be dealt with under the Discipline and Behaviour policy.

If the policy is adhered to the child should not be placed in any danger and school staff will not be required to track down pupils who have absented themselves from school.

Reviewed by Staff
Ratified 15.8.2011

Class Teacher Release Time

Classroom teachers have an entitlement to one hour of release time per week. This is allocated at the rate of 10 hours per term.

· To ensure that teachers receive the classroom release time they are entitled to.
· To ensure that the release time entitlement is well managed.
· To ensure that MOE guidelines regarding the allocation and use of CRT, are adhered to.

· All classroom teachers who are at least 0.8 FTTE will have an automatic entitlement to 10 hours CRT per term.
· Teachers will take the release time in half or whole day blocks. i.e. 2.5 hours or 5 hours.
· Teachers will apply for a reliever in advance of the required day.
· Teachers will consult their syndicate leader and inform the office manager of the taking of release time.
· The Office Manager will keep a record of release time usage.
· Release time must be used for the performance of professional duties –
eg Resource preparation
Student assessment
Marking of student work etc.

Reviewed by staff
Ratified 21.09.2011
Pol: 63


When complaints arise they must be handled with care and sensitivity. Prompt action and fair, effective measures are in the interests of teachers, parents and students.

Non Parental
As State Sector employers, Boards are required to operate personnel policies that ensure fair treatment for employees, provide good and safe working conditions and opportunities for the enhancement of individual abilities (State Sector Act Amendment 1989, Part VII A).
· The requirement to provide “good and safe” working conditions implies a responsibility on Boards to protect teachers against malicious, trivial and silly allegations.
· It is necessary to maintain a school climate within which teachers can work confidently.
· Appropriate action is taken to resolve real concerns.
· Complaints will be acknowledged.
· Matters can, in the interests of all parties, be fully and fairly addressed.

· Procedures must be ordered towards conflict resolution.
· Complaints must first be taken to the accused for verification and possible resolution. This may be done through an intermediary.
· Procedures recognise the role of the Principal as Professional leader, manager of the school and the chief executive to the Board of Trustees.
· If the complainant remains dissatisfied, the complaint will be taken to the principal for verification and possible resolution.
· As a final step the complainant may lodge a written complaint with the Board of Trustees.
· Employees must be provided with an early warning; a definite statement of concern will be provided when conduct or performance is in question.
· The Board will form a disciplinary committee to investigate complaints thus received. This committee will report back to the Board with conclusions and/or recommendations.
· Refer also to ‘Staff Discipline Policy’.

If all concerned follow the correct channels of communication, concerns should be resolved without causing undue conflict and stress.

Reviewed by staff
Ratified 16.11.2011

Consultation with the Community

Schools are required under the Education Act to consult with the community on Policy matters so that the partnership between school and community is fulfilled. This Policy identifies the purposes of community consultation/communication and the guidelines to reach an effective outcome.

· To establish and maintain a partnership between the Levin School Board of Trustees and the school community.
· To enable a flow of information between the Board of Trustees and the community and visa-versa.
· To enable consultation to occur when seeking information on policy matters.
· To establish an understanding by the community of how the school and the Board of Trustees operate.

· The Board of Trustees will report annually to its community on its progress towards stated goals and objectives.
· The Community will have access to all Board of Trustees policy upon application to the Chairperson or Principal.
· Meetings will be called where appropriate or when a major policy issue necessitates such consideration.
· A report from the Board of Trustees meeting may be published in a school newsletter.

This policy has been developed following consultation with the community.

Reviewed by staff
Ratified 16.11.2011


The school is bound by the copyright act 1994 and its amendments.

Copyright covers a very wide range of materials, including books, periodicals, newspapers, personal papers, musical and art works, sound recordings, films, videos, DVDs, photographs, multi-media works, communication works, sound and television broadcasts, computer programs and software, computer databases, CD-ROMs, maps, charts, sheet music, paintings, works of architecture, and new editions of older works.

These works are covered, whether they are published or produced in New Zealand or overseas.

Copying for Educational Purposes:

Under s.44(2), multiple copies of the whole or part of a literary, dramatic, musical or artistic work may be made, provided that, the copying is done in the course of instruction (which includes preparation), by the person who is giving the course or by a person who is receiving the instruction.

Under ss.44(3-4), multiple copies of part of a literary, dramatic, musical or artistic work may be made, provided that the copying is done for an educational purpose, or by or on behalf of an educational establishment, no charge is made for the supply of a copy to any student, and no more than the greater of 3% or 3 pages are copied. (If these conditions would result in the whole work being copied, then only 50% may be copied.) Further, neither the part of the work copied under these conditions, nor any other part of the work, may be copied by or on behalf of anyone in that educational establishment within 14 days.


School staff will adhere to the above copyright conditions so that the rights of the copyright owner are protected.

Reviewed by staff
Ratified 19/12/2008
Pol – 67

Crisis, Tragedy, Trauma Emergency

· Any situation faced by members of the school community causing them to experience unusually strong emotional reactions, has the potential to interfere with their ability to function either at the time the situation arises, or later.

· To recognise the risk of specific crisis situations occurring, which involve school personnel
· To develop appropriate management strategies for individuals immediately involved in the crises and those with related intervention roles.

· MOE Group Special Education will be contacted as soon as practicable for their support and guidance through the crisis.
· A crisis management team consisting of the board of trustee’s chairperson, and the school management staff will form to handle the situation.
· A crisis management checklist will be used to guide the team.
· A major requirement of the crisis team is that all interested parties are kept informed.
· There will be extraordinary responsibilities placed on staff. These are detailed in the school’s procedures handbook.

Reviewed by staff
Ratified 21.09.2011
Pol- 62

Cyber Safety

This policy is designed to meet the school’s statutory obligations to maintain a safe learning environment.

· Use of the internet and other communication technologies at Levin School is to be limited to educational and personal usage appropriate in the school environment.

· Included in this policy are other communication technologies including the mobile phone and technologies associated with Internet use e.g. digital camera and web cam. and similar technologies still being developed.

· Appropriate cyber safety measures will be put in place and enforced by the school. In order to ensure the safety of the school learning environment, action will be taken if these safety regulations are breached by students or staff.

· This Cyber safety Policy applies to all employees of the Board (ie teaching, support and ancillary staff) and to all students. It also applies to relief teachers, to teacher and other professional trainees assigned to the school from time to time.

· Children do not have access to the internet without adult supervision. All school access to the internet will be through an approved internet net nanny filter. Inadvertent downloads of objectionable material is to be reported in writing, to the Principal.
Filtering of accessed site and information will be carried out by our Ministry of Education approved internet service provider.

Reviewed by staff
Ratified 16.11.2011

Discipline and Behaviour

To provide procedures to ensure acceptable and appropriate standards of behaviour are met.

· To establish and maintain appropriate standards of behaviour.
· To ensure children are aware of these standards.
· To ensure children strive to reach these standards.
· To ensure that teacher and pupil rights to work in a pleasant classroom and atmosphere are obtained.
· To ensure pupils receive firm, fair and consistent treatment from their teachers.
· To maintain a pleasant and co-operative atmosphere, for pupil and teacher recreation.
· To provide teachers with the right to set firm and fair limits in their classroom.
· To ensure staff, parents and pupils are aware of this plan.

· Violence and verbal abuse will not be tolerated at this school. Zero tolerance will be enforced.

· Staff expect that parents and caregivers will reinforce this policy at home and parents have the right to expect that the school will afford their children
protection from violence and verbal abuse.

· Staff and students require the support of their Principal, colleagues and Board of Trustees, in their efforts to maintain and effect these rules. The school’s discipline plan will be enforced by the school staff.

· Parents have the right to expect their children to work in a pleasant, safe and co-operative learning environment.

· Corporal punishment may not be used to discipline students.

Reviewed by staff
Ratified 14.12.2011

Educational Trips and Visits

Educational trips and visits can be undertaken for a variety of reasons and have the potential the enhance learning in all curriculum areas.

To enrich the classroom programme and enhance learning by providing first hand experience.
To provide opportunities for the community to participate in the education of the children through sharing knowledge and experience.
To expose children to people with various expertise, knowledge or skills.
To enable children to appreciate the different aspects of their local environment.

Principal’s prior approval must be given for all school visits and trips. Overnight trips must be approved by the Board of Trustees.
Consideration must be given to the needs of the children and to their financial resources.
First priority should be given to the utilisation of resources in the local area.
A minimum adult/pupil ratio is to be maintained. 1 to 5 for year 1 & 2 students, 1 to 6 for year 3 & 4 students, 1 to 7 for year 5 & 6 students.
The Principal has discretion to vary the ratio when the length or type of trip negates the need for very close supervision, eg walking to town pool
When using private transport, safety measures must be enforced. All pupils are to be restrained in seat belts, all cars to have a current warrant of fitness and be registered. All drivers must hold a full driving licence.
Parents/caregivers written permission is to be sought before undertaking major trips. Parents will be notified of all trips.
Teachers to complete risk management form to be signed by Principal.

School trips and visits can lead to children developing a greater appreciation of their own community, and contribute to their intellectual, social and emotional growth.

Reviewed by Staff
Ratified 15.8.2011
Pol- 10

EEO Policy Statement

In accordance with the State Sector Amendment Act 1989 the school is required to provide an EEO Policy Statement.

To ensure that all employees and applicants for employment are treated accordingly to their skills, qualifications, abilities, and aptitudes, without regard to irrelevant factors.

In the employment of staff the board will give due consideration to the purpose detailed above.

Each employee will have a data file which will be kept in a locked cabinet.

Personnel policies will include EEO principles.

The Board of Trustees will endeavour through Policies and practices to provide fair and equal employment opportunities.

Reviewed by staff
Ratified 15.8.2011


There is a need to store, maintain and replace electrical equipment.

To ensure that all school electrical equipment is safe for use.

· A staff member is designated to deliver damaged classroom equipment to an approved repairer and arrange for its pickup.
· Teachers must notify the designated staff member of any repair or replacements required.
· The designated staff member is to consult with Principal regarding the replacement equipment.
· An approved electrician is to test all electrical equipment on an annual basis.

Reviewed by staff
Ratified 16.11.2011

Employer/Employee relations

To facilitate fair and good relations between the Levin School Board of Trustees and the Levin School Staff.

· That the Levin School Board of Trustees have procedures to maintain good relations.
· That all Levin School staff are aware of procedures to establish relations.
· To provide a guideline that establishes fair and good relations between employees (staff) and employers (BOT).

That the Levin School Board of Trustees will
Make provision for in service training as requested by the school Principal.
Provide proper maintenance of school facilities.
Provide resources and staff to carry out school programmes.
Update and maintain equipment, for school facilities and classroom programmes.
Provide an effective partnership by
– Providing channels whereby staff members can approach BOT members on matters that directly affect their employment.
– Providing representation at special school functions as requested by the Principal.
– By delegating a BOT member who will oversee these.

That the Staff representative on the Board of Trustees will
Provide consultation between the BOT and keep school staff informed.
Keep the Board informed of staff professional development.
Will take staff issues and concerns to the Board.

Reviewed by staff
Ratified 16.11.2011


Outline the procedures for enrolment of children at Levin School.

· To comply with legal and Ministry requirements.
· To ensure appropriate placement of pupils.

Regular Class enrolment
1. Interview with Principal to obtain relevant background information on pupil.
2. Recording of appropriate information on enrolment form.
Admission and withdrawal register.
Primary Record Card E19/22.
Pupil Personal file on data base.
Class Register.
Photocopy birth certificate or passport and attach to record card.
Introduce pupil and parents to principal.
An enrolment form is to be completed and signed by parent or caregiver.

Reviewed by staff
Ratified 16.11.2011

Enrolment of pupils into the Special Education Unit

To provide parents with the choice of a specialised education facility for their intellectually impaired children.
To provide quality education for intellectually impaired children.
To provide the criteria and procedures for the enrolment of students into the Special Education Unit.

To provide a guideline to be followed for enrolment to a Special Education Class.
To enable parents to enrol their children with maximum ease.

That the facility caters for students up to the age of 14 years, who are ORRS funded. Parents who contact the school will be invited to meet the school staff and view the facility. Should the parent wish to further pursue enrolment or show continued interest in the facility, they must ensure that their child has approved for ORRS funding or other similar funding. If the child meets this criteria, enrolment may proceed.
A transition into the facility will be arranged with full consultation between the school, parents, and GSE.
The Principal has the discretion to enrol children in the class, who are not ORRS funded, giving due consideration to:
The needs of the students.
The support child generates.
Available room in the class.

Reviewed by staff
Ratified 15.8.2011
Pol-15 –


The Board has a responsibility to ensure that expenditure on entertainment incurred by the School must clearly be linked to the business of the School.

The Board requires the Principal, to implement and manage this Policy. The Principal must authorise all expenditure in this area,

Entertainment expenditure in general will be for the following purposes:
· Building relationships and goodwill.
· Representation of the school in a social situation.
· Hospitality provided in the course of school business to external parties.
· Internal social functions – farewells, post ero etc.

The purpose of all purchases should be transparent and the amount expended able to be demonstrated as reasonable and appropriate.
This includes conferences, seminars, workshops, training courses and meetings.
The school should only purchase alcohol for consumption by staff and guests at school hosted events. The amount expended needs to be demonstrably reasonable and appropriate for the event and should be sufficient for moderate consumption only.

The school’s entertainment budget should continue to be reasonable and judiciously administered.

Ratified 17/03/2010
Policy 71


Students need to have equitable access to appropriate learning programmes and physical resources available to the school without gender or racial bias.

To allow students access to an education which caters for their needs.
To allow students to receive an equitable share of resources available.
To record relevant background information for each pupil.

The classroom teacher will assess the individual needs of the student.
The staff will acquire a range of appropriate resources within budgetary constraints to assist with the implementation of learning programmes.
The class teacher will endeavour to cater for the individual needs of the child.

The School will provide equitable access to all its physical resources and learning programmes.

Reviewed by Staff
Ratified 15.8.2011

Financial Management

Sound controlled management is paramount to ensure that our resources are properly used for the achievement of goals and objectives within Levin
School Charter.

1. To provide the financial support for Levin School and to allow all school programmes to be implemented in an analytical and organised
2. To keep expenditure within that budget: by means of expenditure controls and monthly budget comparisons.
3. To table financial report at Board of Trustees meetings each month, simple quality statements reflecting Actual/Budget Comparisons,
Balances, Income and Expenditure flows which will also be made available to the staff.
4. To comply with Public Sector Accounting Standards and make annual reports available to parents.
5. To invest surplus money prudently.
6. To use the Musac Accounting Programme.
7. To provide adequate controls via check and procedures to ensure the reliability of the computer (Accounting) output, the safe keeping of
school funds and ease of auditing.

Financial Management needs to be:-
A. Charter related with the joint input of Staff, Principal and Board.
B. Accountable.
C. In line with Public Sector Accounting Standards and the Education Act 1989 requirements.

Reviewed by staff
Ratified 15.8.2011
Pol 19


It is sometimes appropriate for the school to purchase a gift for someone. E.g. staff leaving or retiring, thank-you gift, wedding gift, etc.

The principal or chairperson have the authority to authorise the purchase of gifts.

The board have set as a guideline, that up to $20 per year of service, be spent on leaving gifts for staff. Hours worked and contribution to school life will be factored into the amount spent on individuals.

It is important that school expenditure in this area be transparent and reasonable.

Ratified 21.09.2011
POL 72

Hall Hire

To provide guidelines for the hiring of the school hall to school and community groups.

Users will be classified into 2 groups to which separate policies may apply being:

1. Levin School Affiliated Groups (includes BOT, Home & School, Staff Groups).
2. Community Groups (All groups not covered in “1” above).

The school is a community asset available for non school use.

Reviewed by staff
Ratified 21.09.2011
Pol – 66


The school community should be free from all harassment.

· To provide a working and learning environment free of sexual harassment.
· To safeguard against sexual harassment, racial harassment, verbal and duress.
· To deal with any occurrences.

· The Board requires a standard of behaviour which is free of harassment in the School.
· Provide a safe environment which reduces and discourages at risk situations.
· Have available grievance procedures to deal with making and handling complaints. Procedures will be those detailed in the appropriate Collective Employment Contract.
· Incidents of harassment will be reported to the principal. (If the principal is a party to the harassment, the complaint will be made to the Chairperson of the Board of Trustees).
· Parents of students involved in sexual harassment will be informed. This may result in a stand down or suspension.
· The principal will inform Child, Youth and Family.
· Harassment by parents will be referred to the principal (appropriate outside agencies may be involved).

Reviewed by staff
Ratified 16.11.2011

Headlice and Nits

Headlice are parasitic insects that feed on human blood. They generally live on a person’s head and lay their eggs (nits) on strands of hair. Head lice move from head to head through close contact, so can be easily spread in a school situation.
National Administration Guideline 1(iii) requires schools to report to parents on matters likely to prevent students from achieving. National Administration Guideline 5 requires schools to maintain a safe physical and emotional environment for students. Both of these guidelines mean a school must take some action in the event that it becomes apparent that children are attending school with headlice.

To have and apply a consistent set of actions to be taken by the school whenever headlice are detected in students.

Within the first two weeks of each term a headlice/nits check will be made.
Students found to have headlice will be sent home with a letter informing parents and those who have parental consent to treat, will be treated.

· Those students treated will be rechecked in approximately 10 days time and retreated if necessary.

· A record will be kept of all children infected and treated.

· Students who are found to have headlice at times other than at school inspections will be precluded from returning to school until their hair has been treated. This is a parental cost and responsibility.

· At other times during the term the school may inspect student’s hair and follow the preclusion procedures in place.

· Students, who are frequently found to have headlice, will be referred to the Public Health Nurse so that the family may be supported with appropriate treatment advice.

Ratified 21.09.2011
Pol – 74

HIV/AIDS and other blood borne viruses

MOE Circular 1999/21 requires the school to have this policy.

· To manage the risk associated with HIV/AIDS and other blood-borne viruses such as Hepatitis B and C.
· To manage the difficult balance between the right of students with HIV/AIDS and responsibility for providing a safe school environment.

A child’s health status should not affect their right to an education.
In dealing with any injury, all children should be treated as if they have a blood-borne virus.
Children have a right to privacy.
Reference – Appendix A of MOE Circular 1999/21 “Guidelines for Infection Control of HIV/AIDS and other blood-borne viruses in schools”.

Reviewed by Staff
Ratified 21.09.2011

Health and Safety in the workplace for staff and children

To provide procedures to ensure the health and safety of children, employees and other at Levin School.

As state sector employers, School Boards of Trustees are required to comply with the terms and conditions imposed by the “Health and
Safety” in Employment Act 1992.
To ensure that all reasonable steps are taken to mitigate any risk of danger or hazard in the workplace.
To provide systems from which health and safety practices are developed and that employees are involved in this.
To provide education for employees in first aid.
To ensure that the school is a safe place of employment.

All playground and indoor structures and furnishings will be inspected each calendar month to determine hazards. A record will be kept.
The Board of Trustees will take reasonable steps to eliminate, isolate or minimise identified hazards.

Storage of Dangerous Substances and Equipment
All dangerous chemicals will be stored securely in the caretakers shed. Cleaning chemicals will be stored in the cleaner’s store.

Accident Register
A register of accidents which requires details of the nature of the pupils accidents, times, dates, treatment given and treating staff shall be
kept in the medical room. Caregivers will be notified when, serious injury occurring, and treatment is given.
A staff register of accidents which either harmed or might have harmed an employee shall be kept. Where serious harm or an accident
occurs Boards are required to notify Occupational Health and Safety Division Department of Labour as soon as possible, and to submit a
written report to them within seven (7) days of the event.
A staff member may take on the role of NZEI Health and Safety officer.

First Aid Facilities
All blood injuries will require protective gloves to be worn.
– All injuries and accidents are to be recorded in the register supplied.
– Take all reasonable steps to ensure every person injured in or at school is, given adequate treatment without delay.
– Ensure that first aid supplies provided are kept clean and tidy as well as being ready and labelled for the treatment of injured persons.
– The Office Manager is in charge of all first aid supplies, cabinets and first aid room.
– Ensure that the list of minimum first aid supplies as specified in the Ministry of Education Health and Safety Code of Practice is maintained.

Guidance counselling.
Students will be referred to the school social worker as teachers see the need. Referral for counselling, additional to the school social worker, will
be made by the principal if a need is identified. (E.g. Grief counselling)

Dealing with smoking, drugs and alcohol
Smoking is prohibited in the school grounds at all times.
The school is completely smoke free.
Illegal drugs are prohibited in the school.
The consumption of alcohol, may be approved by the Principal on a case by case basis.
If students bring tobacco products, drugs or alcohol to school it will be reported to the principal who will investigate, consider all of the available
facts and decide on a course of action, following the provisions of the school discipline and behaviour plan, and or the MOE guidelines for
stand-downs, suspensions, exclusions, and expulsions.

Prohibiting the use of force (corporal punishment)
Physical force is not to be used at Levin School. Breaches of this legislated requirement will be dealt with under the Staff Discipline policy and
may also be referred to the police.

Cross Cultural Awareness
It is expected that teachers will develop some knowledge of the various cultures of students in their class. This will lead to greater understanding
and empathy.

Dealing with parents who are subject to a court order against seeing children at school.
If the school is provided with a copy of a court order prohibiting parental access to a child or children, the classroom teacher will be informed.
The school will deny that parent access to the child or children but will not use physical force to do so. If contact is made, the principal will be
informed immediately.
The police will be contacted in all cases where the court order is breached.

Collection, storage and access to personal information.
Personnel files and student files are to be kept in a locked cabinet in the administration area. Records pertaining to student attendance, assessment,
etc will be held in classrooms. Refer also to the school’s privacy policy.

Training of Employees for First Aid Treatment.
The board shall, on a regular and reasonable intervals, provide training of employees in the administration of first aid.

The Ministry of Education “Health and Safety Code of Practice”.
The Board shall ensure that all other features stated in this document are complied with.

Medical Resister for students with medical issues.

Reviewed by staff
Ratified 15.12.2011
Pol 20

How and When the BOT will report to Levin School community

To provide procedures of how and when the Board of Trustees will report to the school’s community.

· To ensure that the BOT reports to the Levin School community.
· Provision of how and when the board reports to it’s community is made.
· That BOT members are aware of community reporting guidelines and procedures.

That the BOT will be reporting (this is laid down in law), twice a year once the AGM prior to the end of May and once via written report at the end of the year.

We will report on:-
· Community partnership objectives.
· Curriculum objectives.
· Equity objectives.
· Staffing objectives.
· Financial objectives.
· Property objectives.

A financial report will be made available to all caregivers. The Board of Trustees may report to caregivers each month explaining BOT current business in a newsletter.

Guidelines and procedures are outlined in the BOT handbook.

Reviewed by staff
Ratified 16.11.2011


Parents want their children to have homework on a daily basis.

To consolidate or extend student learning by requiring them to do extra educational activities at home.

· Teachers should aim to provide meaningful homework for their classes, on each school night.
· Set homework should consolidate learning and / or extend student knowledge / skill.
· As a guide, teachers are required to set enough homework for an average student in the class to be able to complete in:
Year 0 & 1     5 minutes     Year 2     10 minutes
Year 3     15 minutes     Year 4     20 minutes
Year 5     25 minutes     Year 6     30 minutes
· While it is desirable for students to do set homework, it is not compulsory, so children cannot be punished for not doing it. Teachers are required to inform the parents of their students, in writing, of their homework programme, so that they may supervise the work.
· Children who consistently fail to do homework will cease being supplied with it, if after notification, their parents / caregivers fail to rectify the situation.

Reviewed by staff
Ratified 16.11.2011

Mainstreaming /Inclusion /Integration

Where possible and practicable, children from the special needs unit may be mainstreamed for some of their learning.


· To ensure that students individual learning/social needs are catered for.
· To ensure that full consultation and discussion takes place between special education staff/classroom teachers and syndicate leaders before children are integrated into classes.
· To provide clear guidelines of how support staff/or special education teachers are to operate within the classrooms.
· When appropriate, make provisions for students from the mainstream to be integrated into the special education programme.


· Special Education staff are to ascertain the integration needs of the students where they will most benefit from integration and how their individual learning needs may be met.
· In consultation and discussion with classroom teachers and syndicate leaders appropriate integration procedures are to be developed. These are to include:-
· Timetable
· Responsibility of planning and preparing suitable work for the students lies with the special education facility staff.
· Support staff/teaching staff involved.
· Role of support staff/teaching staff within classrooms.
· That roles of all personnel are clearly defined and understood.
· That regular reviews take place to ensure the availability of resources and personnel to meet the needs of the students.

That the students are catered for, to meet their learning and social needs, and that all staff involved with the children have significant input into the process.

Reviewed by staff
Ratified 16.11.2011

Maori Language


Non Discrimination

The school needs to ensure that teaching and learning programmes and resources do not have a gender or racist bias.

To enable all students to feel included, comfortable and valued within the school and broader educational setting.
To avoid fostering racial or gender strategising.

Broad Guidelines:
The school staff will use appropriate guidelines from the Ministry and other agencies regarding equity in programmes or when selecting resources.

Reviewed by staff
Ratified 16.8.2011

Pandemic Flu / Asian Flu

Under the Epidemic Preparedness Bill 2006, the school is required to prepare itself for the possibility of such an event.

The school will have a plan, prepared in consultation with Mid Central Health. A copy of this is to be kept in the Principal’s office.
The school will store such supplies as are deemed necessary for such an event. These will be detailed in the plan.

Being prepared for a pandemic may save the lives of school students and staff.

Reviewed by staff
Ratified 21.09.2011
Pol – 65

Pay Units

Effective from Term 1, 2010.

The school is required to have a policy stating how it’s salary units will be allocated.

Permanent Units are allocated on the following basis –

· Deputy Principal 3
· Assistant Principal 2
· Senior Teacher (special needs) 1 (if generated) as 1st ORR’s Unit.
· SENCO (if generated as second ORR’s Unit).

Permanent Units are allocated on the following basis –

When available, Fixed Term Units may be allocated by the principal on the following basis:-

The senior team will determine school objectives for the year.
These will be advertised internally, as tasks which will earn available units.
All teaching staff may apply for the available units, outlining their task performance intentions.
The principal will determine the allocation of the units on the basis of the applications received, and the school’s requirements.

Units may be allocated for a school year, or part thereof.
Units may be allocated for, but not limited to the following –

· Curriculum development leadership.
· Sports coaching/organisation.
· Choir/School Production.
· Kapa Haka organisation.
· School development focus.
· Activities organiser.
· Responsibilities induction –e.g. Cool Schools.

Reviewed by staff
Ratified 16/11/2011

Performance Appraisal

Performance appraisal will improve staff effectiveness.

Performance appraisal of staff will achieve organisational and personal goals through systematically:
1. Identifying desired work performance.
2. Evaluating performance.
3. Assisting personal development.
4. Ensuring the meeting of the school’s curriculum goals.
5. Supporting the establishment of effective teaching programmes.
6. Recognising personal achievement.
7. Giving feedback.

1. Every staff member will have a job description which, together with the professional standards, will form the basis for performance appraisal.
Teacher job descriptions will be in two parts, one professional standards and the other general.

2. Performance will be appraised in the form of mutually negotiated tasks, the job description, and the professional standards.

3. Performance Appraisals cycle will be carried out once per year. Classroom observation and Self Appraisal will occur as part of this cycle.

4. Appraisal of the staff will be the responsibility of the Principal and may be delegated in part or totally to senior staff, or other professionals.

5. The Principal’s Appraisal will be conducted by a practicing Principal, in consultation with members of the board, the staff and wider parental

6. Appraisal will establish individual and group strengths and identify objectives for personal professional development.

7. Teacher Professional Development to help staff meet their development objectives will be negotiated.
8. Part A: – Teacher appraisals will be confidential to the appraisee, the appraiser and the Principal.
Part B: – Job descriptions will be reviewed and reported on to the Board of Trustees.

9. In the event of a dispute an agreed mediator will be appointed to try to resolve the issues.


Performance appraisal will be strongly developmental and as such should enhance job satisfaction. It should lead to greater motivation and commitment to common school goals, and improve in-school relationships and teamwork.

Reviewed by Staff
Ratified 21.09.2011


The school needs to ensure that children only wear recommended piercings.

To ensure all children do not suffer injuries due to jewellery worn in piercings.

1. Children will only be permitted to wear small, flat studs or small sleepers in their ears.
2. It is recommended that no jewellery be worn in piercings during team sports, unless covered.
3. No other jewellery in piercings will be allowed to be worn at school.

Reviewed by Board
Ratified 21.09.2011
Pol – 64


The Board of Trustees is required to comply with the Privacy Act 1993 in all aspects for employees and in its role as body with overall responsibility for the running of the school.

To promote and protect individual privacy with regards to:
Collection, use and disclosure of information relating to individuals.
Access by individuals to information.
Develop procedures to adhere to the principles contained within the Privacy Act.
Ensure secure storage of information.

To follow the procedures for ‘Requests for Personal Information’ as per guidelines supplied by School Trustees Association.
Apply the Principal of ‘Needs to Know’ when dealing with privacy matters.
Have parents sign a declaration, to enable pupil records to be requested / sent to other educational services on request and for the information
to be used for school purposes.

Reviewed by Staff
Ratified 16.11.2011

Planning for Curriculum delivery

In order to deliver the New Zealand Curriculum it is essential that teachers plan and prepare before teaching is undertaken.

· That the essential learning areas of the New Zealand Curriculum are catered for in planning, as detailed in the strategic plan.

· That planning is based upon the student needs at the appropriate levels of the curriculum.

· That specific teacher and pupil interest are able to be catered for within the existing curriculum.

· That planning is carried out so that student needs are met within the appropriate levels.

· That a record of teaching is available.

· The school implementation documents will inform planning.

· That assessment is included as a central component of the planning process.

· That thorough planning will lead to the identification of needs and provide learning activities that will enable those needs to be realised.

Through the use of a continuing planning process students should be provided with learning activities designed to meet their needs through the objectives
of the New Zealand Curriculum. By having assessment procedures as an integral part of the planning process the learning of students will be monitored
and the result used to further develop the planning/learning cycle.

Reviewed by staff
Ratified 16.11.2011

Property Management

The Health and Safety Act (2003) requires schools to have a policy that provides procedures for property management to comply with the Act.

To maintain the school grounds, buildings and facilities in a clean safe and hygenic condition so that a suitable learning environment is provided for
students and good working environment exists for staff.

Ensure that property management is in keeping with health and safety requirements and procedures.
Assess capital works needs and advise the Ministry of Education.
Establish a system for repairing and replacing furniture, furnishings and equipment.
Establish a regular maintenance and preventive maintenance programme.
Prepare a Long term plan for property management, with funding set aside in the annual budget, and with projections for building
maintenance, over a ten year period.

Reviewed by staff
Ratified 16.11.2011
Pol. 23

Provision of Hepatitis B Vaccinations

Through vaccinating staff working within the Special Education Unit there will be a reduction in the risk of them contracting Hepatitis B.
Caretaking/cleaning staff are entitled to protection under 6.4.2 of their collective employment contract.

To reduce the risk of unit staff contracting Hepatitis B.

· Staff who work in the Special Education Unit on a regular basis for 10 hours or more per week, and caretaking and cleaning staff, may be refunded the cost of Hepatitis B vaccinations upon receipt of a GST invoice or through having their doctor send an account directly to the school.
· Acceptance of having the vaccination for Hepatitis B is totally voluntary and the school will not be held responsible for any mishap or misadventure that may arise due to having the vaccination.

That following the vaccination Special Education Staff will be safe from any possibility of contracting Hepatitis B.

Reviewed by staff
Ratified 16.11.2011

Reading Recovery

To provide a specialised programme for some children not succeeding in reading and writing after one year at school.

To implement the standardised Reading Recovery Programme developed by Marie Clay
( Refer “The Early Detection of Reading Difficulties”. Marie M Clay.)
· To provide guidelines for the Reading Recovery Teacher, class teacher and caregiver.

· To include in the Reading Recovery Programme the children who are identified from the 6 year old Observation Survey carried out close to the child’s sixth birthday.
· Children in the programme will receive individual, half hour, daily lessons in addition to the normal classroom reading programme.
· Reading Recovery will be carried out by a trained Reading Recovery Teacher or a teacher undertaking such training.
· Caregivers are to be informed when their child is to be included in the Reading Recovery Programme, and be kept informed of their child’s progress.
· The child’s progress is accelerated to bring him/her up to the average band of performance in their class.
· A Post Reading Recovery meeting will be held to review the child’s programme and set goals for home and classroom reading and writing.
· After discontinuing the child’s progress will be monitored fortnightly by the Reading Recovery Teacher, then monthly and finally termly by their class teacher for three years.

· Records on summaries of all test data will be kept.
· Data for each child’s initial and discontinued testing will be sent to the Reading Recovery Tutor.

Reviewed by Staff
Ratified 15.8.2011

Religious Instruction

To provide a provision for Christian religious instruction at Levin School.

To provide an opportunity for all children to partake in non-denominational Christian religious instruction for up to 30 minutes per week.
To allow provision for parents to withdraw their children from religious instruction.

The school is officially closed during religious instruction.
A parent/caregiver who wishes to have their child released from religious instruction must do so by written application to the school or upon the child being enrolled at the school. They should confirm this with the class teacher, each year.
Children who are withdrawn from religious instruction are to occupy themselves in the library or other available room.
The Religious Instruction for Schools group must submit a list of their volunteers who are to be religious instruction teachers, each year.
All instruction is to be non-denominational and secular in character.
Religious instruction will commence in the first week in March and conclude in the last week of November.
The Board of Trustees reserves the right to cancel the Religious Instructions programme should it deem this necessary.

Reviewed by staff
Ratified 16.11.2011

Reporting to Parents

To inform parents and caregivers of the progress their child is making.

That opportunities are arranged so that parents and caregiver can be made aware of their children’s educational and social progress within the classroom.
That parent and caregivers have opportunities to discuss with their child’s academic and social progress with the teacher.

Teachers are to keep individual pupils records current, so that information is available.
Formal parent/caregiver interviews will be arranged during term 2. Other formal interviews may be arranged at Parent/Caregiver or Teachers request.
A written report will be provided in Term 2 at Parent interviews. Parents who do not attend the interviews will receive a copy of the report.
A formal written report will be provided at the end of each school year (term 4). Both reports will measure student achievement against the National Standards.
Portfolios containing samples of student work and teacher comments will be provided/caregivers in term 1 and 3.
Where an I.E.P. is in place for a student, parents will receive a copy of the Individual Education Policy.

Reviewed by staff
Ratified 15.8.2011

Role models

Children should understand from positive role models that whatever their race, sex or culture. They are equally capable of achieving their desired goals.

· To provide role models displaying equity in leadership.
· To show children socially acceptable behaviours eg. courtesy.

· To ensure that children see both men and women take leadership roles within the school.
· That children see their role models displaying appropriate standards of courtesy, dress, consideration and communication skills.

Reviewed by Staff
Ratified 15.8.2011
Pol. 30

School Bus

Provision for procedures to facilitate the safe loading and travel and disembarking from the school bus.

Transport children to and from school in a safe manner.

The bus controller will –
· Keep children in the bus lines.
· Take children to the bus.
· Report any unacceptable behaviour to the Principal.
· Keeps a roll of children travelling on the bus. Marked daily.
· That at 2.55pm bus students assemble alongside the library.
· Children board bus when directed to by bus controller.
· The roll is returned to the office.
· If children are collected by parents during the day then the parents are to inform the school office before leaving so that their children can be marked off the bus roll.
· If the school is not informed by parents/caregivers that their child/children are not going on the bus they will be put on to go home. (The child telling us is insufficient).
· Ineligible children may travel on the bus at the discretion of the bus company.
· The school must have written request by parents before ineligible children will be permitted to travel on the bus.
· Inappropriate behaviour will be dealt with by the Principal.
· The bus company may choose to stop transporting poorly behaved students, at their discretion.

Reviewed by staff
Ratified 16.11.2011

School Maintenance

The provision of procedures for implementing a maintenance programme that will allow the school to be a safe and healthy working/learning environment.

· To develop a yearly maintenance programme from the long term maintenance plan.
· To maintain the buildings and grounds in a safe and healthy manner to comply with the Health and Safety regulations.
· To apportion funds to a yearly maintenance programme and to a 10 year maintenance plan.

· Develop a maintenance programme for each year.
· In developing the maintenance programme items related to health and safety are to be given greatest priority.
· Obtain quotations for work in excess of $1000.00 (one thousand dollars).
· Daily maintenance/vandalism/repairs may be authorised by the Principal or his delegate.

Reviewed by Staff
Ratified 15.8.2011

School Uniform

To promote pride and school identity in the wearing of the school uniform.

To eliminate wealth discrimination by ensuring that all children are dressed to a similar standard.

1. Parents are given 1 month to have their child in complete uniform.
2. No child will be allowed to attend school outings without the approved uniform.
3. When on school outings, we expect all uniforms to be tidy, clean and complete.
4. If child is not in uniform after 1 month from their enrolment then they will be excluded from any school outings. In exceptional
circumstances the principal may permit a variance to this policy.
5. Two days’ grace may be allowed by teachers if a note providing a valid reason for non uniform dress, is supplied by parents.
6. Each classroom teacher is expected to monitor and enforce uniform wearing for their own class only.

School uniform is an effective part of our school which eliminates competition in dress standards and everybody is equal. It presents our school to the wider community, in a positive light.

Reviewed by staff
Ratified 21.09.2011

Sex Education

To provide procedures for dealing with sex and human development issues at Levin School.

· To ensure that teachers are aware of procedures to handle questions and queries about human development.
· To ensure teachers realise their legal standing about sex education.
· To provide guidelines for handling questions and queries concerning sex and sex education.

· Education about sex, sexuality or human development may be taught to the curriculum programme.
· That with individual and personal questions about human development, teachers may answer questions in a simple manner or make a referral
to their parents.
· The board may approve programmes pertaining to sex education, for tutoring by outside agencies.

Ratified 16.11.2011


To provide a Policy that satisfies the Smoke Free Act.

· Provide a smoke free role model for students.
· Protect those who are non-smokers.

Staff who choose to smoke out the front of the school grounds are required to not wear their school jacket.

Reviewed by staff
Ratified 15.08.2011

Special Educational Needs

It is the right of every child to have their intellectual, social, physical and emotional needs met.

To meet the needs of students with mild to moderate learning and/or behavioural requirements who require extra assistance, adapted programmes or learning environments. The main criteria for identification will be lack of progress in the curriculum or continued emotional and behavioural difficulties, which persist in spite of the application of intervention strategies. The school will do its best to ensure necessary provision is made for the above students.

· A delegated teacher Special Educational Needs Coordinator (SENCO), will be responsible for coordinating all Special Needs referrals/programmes in consultation with appropriate staff members.
· The school will adopt a “whole school approach” in identifying and providing for the needs of the above students, through observation and diagnostic assessment to construct a profile of the student’s needs.
· All children in special needs programmes will be recorded in the Special Needs Registers.
· The Special Needs Register will be updated termly by a delegated person.
· Students identified as having moderate learning and/or behavioural needs may receive assistance through the school based programmes.
· Students who do not respond to the above strategies will be identified and referred to the appropriate agency.
· Parents will be fully informed and consulted by the classroom teacher or SENCO, prior to them being referred to a specialist.
· IEP’s will be used as necessary and meetings may be attended by all personnel involved with the child.
· The progress of the student will be reviewed through formative and summative assessments. Class teachers will be responsible for ensuring that monitoring and individual records are kept. A review date will be set at the conclusion of the IEP.
· Programmes to meet the needs of the child will be developed in consultation with the classroom teacher and/or specialist agencies/parents/whanau.

High Needs/ORRS Funded Student
For children with high educational needs refer to the policy “Enrolment of Pupils in Hinau Class, A Special Education Unit.”

Ratified 21.09.2011

Special Education Taxi

Provision for procedures to facilitate the daily transport of Special Education Students to and from Levin School by taxi.


· To ensure students attend school for at least the minimum required hours (3.5 hours am; 1.5 hours pm).

· To provide guidelines for all parties concerned with taxi procedure.

· To ensure that the taxi company is aware of and complies with, parental and school requirements.

· To provide safe, reliable and regular transportation of eligible students to and from Levin School.


· A Senior staff member to liaise with parents/caregivers, other unit staff, teachers of other children on the taxi schedule and the taxi company.

· Children to be delivered between 8.30am and 9.30am and be picked up between 2.30pm and 3.15pm, or by prior arrangement with parents and Special Education staff.

· Parents requiring variations need to make their needs known to the taxi company, school and a new transport document completed if the child is going to be at a new address for a period of time..

· That the taxi company be aware of the need for prompt advice to the Special Education Unit of any change in procedure or timetable.

· The staff member with taxi responsibility will ensure that correct procedures are followed.

· If parents are not home the child will be returned to school by the taxi. Staff will then advise parents and it is the parent’s responsibility to then collect the child from school.

Reviewed by staff
Ratified 15.8.2011

Staff Discipline


This Disciplinary Policy is to comply with the requirements of the Employment Contracts. It is designed so that teachers are accorded procedural fairness under the concept of natural justice and are aware of the procedure the Board of Trustees will follow.

For matters other than very serious misconduct the following warning procedure applies.
The Principal is delegated the authority to apply this procedure as Chief Executive of the school.
On the initiation of each step of the procedure the employee shall be advised of their right to request the assistance of the NZEI or other representative at any stage.

Step One: Verbal Warning
· The Principal shall, in writing outline the matter (s) of concern to the employee.
· The employee shall be given a specified period of time to provide an explanation.
· The Principal may need to make further inquires to clarify the facts of the specific matter (s) causing concern before making a final decision.
· If the Principal is satisfied that the matter (s) of concern are proven then he/she may issue a verbal warning to the employee.
· The verbal warning shall outline the corrective action required to amend their conduct and the employee be given a reasonable opportunity to do so.
· The employee shall have explained to them, that failure to take the corrective action will result in further disciplinary action being taken.
· The Principal has the discretion to make the verbal warning valid for a period up to six months.
· The fact that a verbal warning has been given plus acknowledgment that the process has been followed is to be recorded, shown to the employee, signed by the employee and placed on the employee’s personal file.

Step Two: Written Warning
· Where a verbal warning fails to result in the required improvement the Principal may wish to proceed with a written warning.
· The Principal shall, in writing, outline the matter (s) of concern to the employee.
· The employee shall be given a specified period of time to provide an explanation.
· The Principal may need to make further inquires to clarify the facts of the specific matter (s) causing concern before making a final decision.
· If the Principal is satisfied that the matter (s) of concern are proven then he/she may issue a written warning to the employee.
· The written warning shall outline the corrective action required and the employee will be given reasonable opportunity to do so.
· The employee shall have explained to them that failure to take the corrective action will result in further disciplinary action being taken.
· The Principal has the discretion to make the written warning valid for a period of up to nine months.
· The written warning plus acknowledgment that the process has been followed is to be recorded, shown to the employee, signed by the employee and placed on the employee’s personal file.

Step Three: Final Written Warning
· Where a written warning fails to result in the required improvement the Principal may wish to proceed with a final written warning.
· This is to follow the procedure of Step Two but the employee must be specifically advised that continued unsatisfactory behaviour or performance will result in dismissal.

Step Four: Disciplinary Procedure Before the Board
· When the Principal believes the employee’s behaviour may constitute serious misconduct or a employee has continued to behave or perform unsatisfactorily after receiving a final written warning the matter may be resolved by referring it to the Board of Trustees.
· A sub-committee of Board shall be established. The sub-committee shall review procedures outlined in the previous steps and shall make a recommendation as to what disciplinary action to take. This recommendation may be that the employee is dismissed.
· When the recommendation goes to the Board for it to decide on what disciplinary action to take the employee or their representative shall be given the right to make a representation at the Board meeting before the decision is made.

Serious Misconduct
The Board may dismiss without notice in the case of serious misconduct. Matters constituting serious misconduct include:
· Theft, deliberate misuse or unauthorised use of Board property.
· Fraud.
· Fighting and/or assault.
· Refusing or failing to obey lawful instructions.
· Bringing illegal drugs to work and/or consuming during school hours.
· Bringing alcohol to work and/or consuming them during school hours.
· Drunkenness at work.
· Providing false information.
· Undermining Board policy or seriously damaging the integrity of the Board.
· Conduct of an indecent or sexual nature or a serious breach of trust which renders the employee unsuitable for employment in a school environment.
These matters above are not an exhaustive list of serious misconduct.

Attention is drawn to Collective Contracts relating to procedures for suspension.

Discipline of Principal
When an allegation of serious misconduct is directed at the Principal of the school, the Board of Trustees will have to undertake Steps One, Two and Three itself. This will be done through a sub-committee of Board membership which is to include the Chairperson.

The Board is aware that following through a disciplinary procedure can be stressful for all parties concerned. It is important that Board members are aware that the Board’s role as an employer in relation to the potential discipline of it’s employees is not a matter for public debate. Such debate may limit the teacher’s right to a fair hearing and damage the reputation of the school.

The Board will go “into committee” to discuss disciplinary matters. The content of such discussions are confidential. Breach of such confidentiality is a breach of the Trustees Code of Conduct.

Reviewed by staff
Ratified 16.11.2011

Stand-Down and Suspension

We live in a society where the rights of those who transgress are given high priority. It is therefore important for the School’s own protection that any suspensions are carried out within the guidelines provided by the Ministry of Education, the Education Act 1989, and Education (Stand- Down, Suspension, Exclusion and Expulsion) Rules 1999.

That the Board of Trustees and the Principal act in a fair and reasonable manner in dealing with all cases that may result in the stand down or suspension of a student.

· To provide a method of last resort punishment of students for unacceptable or dangerous behaviour.
· To ensure all stand downs and suspension are carried out correctly – as specified in the Ministry of Education document
GUIDANCE (MOE July 1999)

A stand-down is the formal removal of a student from school by the principal for a specified period. Stand-downs of a student can total no more
than 5 school days in a term or 10 school days in a year.

A suspension is the formal removal of a student from school until the board of trustees decides the outcome at a suspension meeting.

1. Only the principal of the school (or a person with the delegated authority of the board of trustees to act as principal) Section 14(1), may
suspend or stand down students.

The principal has to be satisfied that;
A. The student’s behaviour is very bad and is a harmful or dangerous example to other students at the school, or the student’s continual
disobedience is a harmful or dangerous example to other students at the school; Section 14 (1)(a) or
B. Because of the student’s behaviour, it is likely that the student, or other students at the school, will be seriously harmed if the student is
not stood down or suspended. Section 14 (1)(b)

2. Procedures detailed in Ministry of Education book, GUIDANCE for Principals and Boards of Trustees on STAND-DOWNS,
SUSPENSIONS, EXCLUSIONS AND EXPULSIONS, will be followed in all instances where stand-down, suspension, or exclusion is
being considered.

3. These matters are to be dealt with in accordance with the principles of natural justice.

Ratified 21.09.2011
Policy 49

Suspected Child Abuse

To provide a means by which teacher action can be taken when physical, serious emotional, or sexual child abuse is suspected.

Suspected and actual abuse of a child is responded to and recorded appropriately; and
To ensure that teachers are aware of procedures when child abuse is suspected.
To provide steps to be taken when child abuse is suspected.

Staff will document and report any suspected case to the Principal.
If a staff member suspects that any child has been subjected to physical, sexual or emotional abuse, or neglect, a staff member will not make any decisions or take any action without consultation with the Principal.
That all suspected cases of child abuse are treated as highly confidential and will be reported to Child, Youth and Family service (CYFS) by the Principal.
Single incidents of inappropriate touching will be dealt with in school. Parents of all parties will be informed in writing, by the Principal.
Multiple incidents of inappropriate touching. Parents of all parties will be informed in writing. Referral will be made to CYFS by the Principal.


In the event of children disclosing information do not ask leading questions or put words into the child’s mouth.
Document what the child says.
Do not formally interview the child, or seek further information.
Inform the principal.
Principal to notify CYFS.


The purpose of this protocol is to establish an agreed approach to the reporting of child abuse by those working within schools.

Reviewed by Staff
Ratified 15.8.2011

Theft and Fraud Prevention

The Board accepts that it has a responsibility to protect the physical and financial resources of the School.

As preventative measures against theft and fraud the Board requires the Principal to ensure that:

· The School’s physical resources are kept secure and accounted for.
· The School’s financial systems are designed to prevent and detect the occurrence of fraud. All such systems must meet the requirements and standards as set out in the Crown Entities Act 2004 and of generally accepted accounting practice promulgated and supported by the Institute of Chartered Accountants of New Zealand.
In the event of an allegation of theft or fraud the Principal shall act in accordance with the following procedures:
· Investigate the matter further;
· If a prima facie case is thought to exist consult with the board chairperson;
· Invoke any disciplinary procedures contained in the contract of employment should the person be a staff member;
· Lay a complaint with the New Zealand Police;
· If necessary, commission an independent expert investigation;
· In the case of fraud, require a search for written evidence of the possible fraudulent action to determine the likelihood or not of such evidence;
· Seek legal advice; or
· Inform the Manager, National Operations, Ministry of Education local office and/or the school’s auditors.

Allegations Concerning the Principal or a Trustee:
Any allegation concerning the Principal should be made to the Board Chairperson. The Chairperson will then investigate in accordance with the procedures in this policy.

Any allegation concerning a member of the Board of Trustees should be made to the Principal who will then investigate.
Whilst this policy will not prevent theft or fraud, it provides procedures to follow in suspected cases of such.

Reviewed by staff
Ratified 21.09.2011
Pol – 69

Travel Reimbursement

The travel undertaken by staff or Board Members for inservice training or school business is to be reimbursed.

· That staff and Board of Trustees be reimbursed so that the cost of running private vehicles on approved school business is not a cost to the individuals themselves.
· To share travel where two or more individuals are attending the same venue.

· That all personnel claiming travel reimbursement do so on the appropriate form.
· That travel reimbursement will only be paid for travel that is directly related to school business.
· That authorisation for the reimbursement of travel be obtained before the travel takes place from either the school Principal or Board of Trustees Chairperson.

Travel will be reimbursed at the Employment contract rate.

Reviewed by staff
Ratified 16.11.2011


The Board agrees that it has a responsibility to ensure that travel expenditure incurred by the School must clearly be linked to the business of the School.

The Board requires the Principal, to implement and manage this Policy by ensuring that all staff travel is clearly linked to the business of the school.
Staff must seek prior approval of the Principal for any travel they wish to undertake. Under no circumstances may any staff member, other than the principal, approve their own travel.

The principal may authorise his/her own day to day travel on school business, however claims for her/his reimbursement must be approved by the chairperson of the BOT.

When using their own vehicle, staff members will be reimbursement at the rate stipulated in the employment contract.
All booking for international and domestic travel is to be conducted through the School’s normal purchase procedures. This includes the booking of accommodation, flights and rental cars.
Any international travel must receive the prior approval of the Board of Trustees.

This will ensure that all travel for the school is needs based and reasonable.

Reviewed by staff
Ratified : 21.09.2011
Pol – 70

Use of School Buildings and Grounds

To enable school building or part there of to be used by community groups.

1. To ensure that any group using the school buildings does so with the authority of the Board of Trustees or their agent being the
school principal.
2. To ensure responsibility for any loss or damage that may occur to buildings or property.
3. For the Board to met their obligations in regards to buildings and property.

1. Groups are to apply to the Principal for the use of any buildings or rooms.
2. That groups may be given the conditions of usage.
3. That there may be a cost factor involved. Where a short term use is required payment is to be made on booking.
4. Authority to use the building/rooms is to be re-applied for each period of usage.
5. That the Board of Trustees has the right to revoke the authority of use at any time.

Reviewed by staff
Ratified 14.8.2011