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Weathertightness failure of school buildings

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Dealing with weathertightness failure

Weathertightness failure happens when water gets past the external cladding of a building and can’t easily escape or evaporate. If left untreated, the dampness can cause the building’s structure to decay. Mould can grow, creating health and safety risks to people in the building.

If you think you have a leaky building, either:

Work with the Ministry’s BIP team

The BIP team works with you and your property advisor to consider whether your building is within the scope of its programme, and do testing to confirm weathertightness issues. Testing identifies the area of the building affected. If the initial tests suggest the building is leaky, a more in-depth or invasive or ‘destructive’ assessment might be needed. These tests involve removing the building cladding.

At each stage, a BIP Case Manager will meet with you to discuss the results of the testing and the next steps.

If you have a building that is deemed to be within the Programme, BIP will manage and pay for all the testing and investigation for both Ministry and board-owned school property.

For more information, download Building Improvement Programme: Information for schools .

BIP’s nationwide testing work

Between 2009 and 2012, all school buildings built or modified after 1994 were inspected for weathertightness problems. BIP has used the results of the inspections to prioritise further testing and repair work.

A second stage of detailed testing began in December 2013 and will continue throughout 2015.

Funding weathertightness repairs

Funding the repair work for Ministry-owned buildings

If a building is Ministry-owned, the Ministry will fund the remediation to be completed to a similar or better standard. We may decide to replace the building where this will give best value for money for the Crown.

Your school’s 5 Year Agreement (5YA) funding will be used to contribute to remediation costs. Your property advisor will explain how your funding will be affected.

Funding repair work for board-owned buildings

You cannot use 5YA funding for repairs to board-owned buildings. We can only spend capital funding on Crown-owned assets. However, if a board-owned building has weathertightness failure, you can ask the Ministry to fund part of the repairs. For instance:

  • for a fully board-owned building, we will consider funding 50% of repair costs
  • for a building that is part board-owned and part Ministry-owned, we will pay 100% of the repair costs for our share in the building, and 50% of the repair costs for your share of the building.

You have to pay any remaining costs.

If we contribute towards repair costs, we will take an ownership share in the building. The area we take a share in becomes part of your school’s School Property Guide (SPG) entitlement .

Alternatively you can use board funding to pay for the repairs and keep full ownership.

Providing documentation for compensation claims

The Ministry might seek compensation from companies that designed or built your leaky building. If your board managed the building project, we will ask you to provide project documentation. This includes contracts and completion certificates.

Keep your project documentation accessible for this reason.

Funding weathertightness repairs due to poor maintenance

If lack of maintenance has caused weathertightness failure of your building, you have to pay the full costs of any repair work. This applies to both Ministry and board-owned buildings.

Undertaking repair work on leaky buildings

If repair work is needed, the BIP team will:

  • engage the surveyor and contractors for the remediation work
  • establish a project management committee.

You may want to be represented on the project management committee. You can contribute by identifying any other scheduled works in your 10 Year Property Plan (10YPP) . You may find that:

  • remediation work could be combined with other planned projects, or
  • it is more economical to replace the building than repair it.

The timing of repairs may be affected by other projects, such as rationalisation projects, planned modernisation projects or coordination with earthquake strengthening.

Weathertightness Bulletin


Injury and illness support and rehabilitation

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While these resources are generally for use by schools, early childhood education (ECE) services and kōhanga reo may find their content useful. These have been marked with an asterisk*. These resources have been developed through the Sector Reference Group and NZSTA.

Factsheets

Our factsheets have been written for schools, ECEs and kōhanga reo to use

Injury and illness support and rehabilitation : Assistance for workers returning to work after suffering injuries or illnesses

Resources

ACC: Discomfort, Pain and Injury

ACC: Prevent and manage discomfort, pain and injury effectively, and your employees will be happier, healthier and more productive. Injury-related costs can go down, and you can more easily meet your legal requirement to protect your employees from harm.
http://www.acc.co.nz/preventing-injuries/at-work/occupational-health/PI00082

Vulnerable Children Act 2014- requirements for schools and kura

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The VCA guide helps you navigate the requirements of the Act. It brings together information and resources already published and complements the advice and guidelines produced by the Children’s Action Plan.

Quick download of the resources within the VCA Guide

  • Overview of the p.12 Planning Tool
  • VCA Scope of the Standard Safety Checking Environment - p.16
  • Relieving teachers - p.20 
  • Trainees on practicum - p.23
  • What checks do I need to undertake for adults coming onto my school? - p.27
  • Safety checking for new and existing employees - p.35

 

Child Protection Policies

From 1 July 2016 all schools and kura need to have a child protection policy in place.

Child protection policies encourage early identification and referral of suspected child abuse or neglect. They also help build a strong culture of child protection in your school or kura.

Key requirements of a child protection policy

  • It needs to be written down and in use.
  • Say how suspected neglect and abuse will be identified and reported.
  • Be reviewed every 3 years.
  • Available on school websites or on request.

Go to the Child Protection Policies in the VCA Guide

Safety Checking

All children’s workers need to be safety checked every 3 years. This includes both staff employed and staff engaged in your school or kura, whose work involves regular or overnight contact with children. They are classified as either core workers or non core workers.

Core workers

Core workers are either in sole charge or have primary responsibility or authority over the child or children in their care. Schools and kura are now unable to employ a core worker who has a specified criminal conviction unless they hold a Core Worker Exemption (CWE).

Go to the workforce restriction and the core worker exemption p 36 of the VCA guide

TimeframesKey requirements
From 1 July 2015Safety checking of all newcore workers (even if they are not new to the employer but are newly appointed to a children’s worker role) must be safety checked before they start in the role.
By 1 July 2018Safety checking of all existing core workers

Go to  Information on The Workforce Restriction and the Core Worker Exemption  (on the Children's Action Plan website)

Non-core workers

Non-core workers have regular but limited child contact and are never alone with children. 

TimeframesKey requirements
From 1 July 2016Safety checking of  all new non-core workers before they are appointed to the role
By 1 July 2019Safety checking of all  existing non- core workers

Safety checking people in your service or school

Safety checking steps

Identity confirmation

  • What do you need to do to ensure that someone is who they say they are?

Information about previous criminal convictions (if any)

Other information

 

  • Is there anything in their previous work history that identifies any concerns (if new employee)?
  • Information from organisation with which they have a professional membership, licensing or registration authority
  • Referee checks (if new employee)
  • Interview (if a new employee)

Risk assessment

 

  • Does the person pose any risk to the safety of children?
  • What do we need to do to make sure they are safe to work with children?

Periodic safety checks

 

  • How do we ensure ongoing commitment to child safety?
  • page 34

 

Property Maintenance Grant for school maintenance work

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Paying for maintenance work

We provide the Property Maintenance Grant (PMG) for you to pay for maintenance work. This grant is part of your school’s operational funding.

You must include your PMG funding in your 10 Year Property Plan (10YPP) . The maintenance schedule must cover:

  • general maintenance and painting for school buildings
  • ground maintenance
  • swimming pool maintenance.

Maintenance by your caretaker

Your caretaker may do a lot of your maintenance work. You pay their wages from your operational funding.

Do not include work that will be done by your caretaker in your 10YPP or use PMG to pay the caretaker's salary.

Calculating funding for maintenance work

We calculate your PMG based on:

  • gross area (the internal areas of a building including areas such as corridors, toilets, stairwells, etc) of Ministry-owned or integrated land and buildings
  • square metres of painted surfaces
  • square metres of walls, floors and roofs
  • cubic capacity of the swimming pool
  • the ‘corrosion factor’ for schools in areas where buildings are subject to very high corrosion from extreme weather and salt spray (it provides a top-up for these schools to carry out the more frequent maintenance needed)
  • the ‘isolation factor’, which is linked to the isolation index used in operational funding (it is an adjustment for schools in isolated areas that have extra costs due to their remoteness).

The PMG is calculated for your land up to a maximum size:

  • primary – 2.5 hectares
  • intermediate – 4 hectares
  • secondary – 8 hectares
  • composite – 6 hectares.

Note: Your PMG is not affected by other issues, such as where your students come from.

Correct information needed to calculate your funding

We record all this information in our Property Management Information System (PMIS) . Keeping this information up to date is important for PMG calculations. Contact your Ministry office if you:

  • think your school’s information is incomplete
  • filled out an asset update form for a new building incorrectly.

If you received insufficient funding because of incorrect information, talk to your property advisor. You may be entitled to a reimbursement of up to a maximum of 3 years’ worth of funding. Back payments will be paid out along with your next operational funding grant.

Buildings qualifying for PMG funding

Only Ministry-funded buildings and facilities qualify for PMG funding. For instance:

  • where the community owns property, the community group must pay for its maintenance, and the lease agreement should cover this arrangement. For more information, see Leasing or hiring school land and buildings to third parties
  • where you have paid for property with board funding, such as with money raised by fundraising, you must use board funding to pay for its maintenance.

Property ownership is recorded in the PMIS.

Grant Advice Notices

Each year we send you 2 Grant Advice Notices.

  1. Indicative.
  2. Confirmed.

These contain the details of your PMG for the year. The funding is paid directly to your school’s bank account in 4 quarterly instalments, along with your operational funding.

Urgent health and safety work

You do not get additional PMG funding for unplanned, urgent health and safety work, such as repairing a broken pavement that could be a trip hazard. Do this work immediately using your PMG.

Non-urgent health and safety maintenance work should be prioritised in your 10YPP. Good maintenance will help prevent the need for urgent work.

Using the correct funding source for maintenance work

For budgeting purposes, you need to understand the difference between capital and maintenance work. Assess the amount of change required to help you decide whether a task is capital or maintenance work. For example, if:

  • a section of sewerage pipe needs replacing, this is maintenance, but
  • if all or most of the pipe needs replacing (effectively requiring a new system), this is capital replacement.

See:  Understanding the difference between capital and maintenance costs .

Maintenance funding is not for other operating expenses

Do not use your PMG to pay for your school’s operating expenses such as:

  • repairing damage caused by vandalism
  • maintenance of furniture and equipment
  • heat, light and water
  • contents insurance
  • local council rates
  • day-to-day expenses such as cleaning, rubbish disposal, consumables (paper, pens etc), pool chemicals, caretaker’s wages, grass cutting, pest control and water charges.

Pay for these other expenses from other parts of your operational funding. See Operational funding componentsProperty maintenance grant .

New Rolleston College opens doors

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Education Minister Hekia Parata officially opened Rolleston College, which has been built to cater for population growth in the Rolleston area.

The new school is located on a 6 hectare site and facilities include a range of flexible learning spaces, a 500 seat theatre, multipurpose gym, an automotive workshop and dance and music studios. 

Rolleston College in Christchurch was officially opened by the Minister of Education this morning.
Rolleston College in Christchurch was officially opened by the Minister of Education this morning.

Principal Stephen Saville says he is very excited about the potential that the new school has.

“There will be a huge number of learning experiences available to students,” he says. “We will be planning the curriculum so it has as many pathways as possible for our students.

“The buildings have been designed to fit the needs of the learners rather than the other way around.”

Waitaha School, which caters for students with high and complex needs, has a satellite unit at Rolleston College.

Te Taumutu rūnanga gifted the school name Horoeka Haemata (“the flourishing lancewood”) to the board of Rolleston College. Lancewoods are unique trees that change dramatically as they mature – a symbolic idea that has been incorporated into the school vision.

Rolleston College, along with three other schools, has been built as part of a Public Private Partnership (PPP). The new school caters for Year 9 to 13 students and will open with a roll of more than 200 Year 9 students, with 1040 students by 2021.

Monitoring, reporting and assurance

Our leadership team

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Secretary for Education, Iona Holsted. Secretary for Education: Iona Holsted

Iona Holsted was appointed as Secretary for Education on 5 December 2016.

Prior to this, Iona was the Chief Review Officer and Chief Executive of the Education Review Office. She was appointed to this role in July 2014.

Between 2007 and 2014 Iona held four senior management roles at the Ministry of Social Development, most recently as Deputy Chief Executive, Students, Seniors and Integrity Services. In this role she was responsible for services to seniors (superannuation payments), Studylink, and the integrity of the benefit system.

Iona also spent six years as a Deputy Commissioner at the State Services Commission.

She started her career as a primary school teacher in Auckland, later becoming an advocate and researcher for the Public Service Association and then as General Manager of a community controlled primary health care organisation.

Iona has completed an executive leadership programme at the INSEAD Business School, and studied strategic leadership at Oxford University.

She has been a mentor with the New Zealand Institute of Management since 2007, a Member of the Executive Leadership Learning Network and has served on Barnardos and YMCA Greater Wellington Boards.

Iona has a Higher Diploma of Teaching from Victoria University of Wellington and trained as a teacher at Waikato College of Teacher Education.

Photo of Deputy Secretary Sector Enablement and Support, Katrina Casey. Deputy Secretary, Sector Enablement and Support: Katrina Casey

Katrina is Deputy Secretary for Sector Enablement and Support at the Ministry, responsible for ensuring all support to the sector and operations and programmes provided directly to learners are focused on maximising learner achievement.

Katrina has extensive experience across a range of public sector settings. She was General Manager of Community Probation Services at the Department of Corrections, leading 2,500 staff across 220 locations to manage offenders serving community sentences and orders. Katrina joined Corrections as General Manager Strategic Development when it was formed as a new Department in 1995. She had previously worked in the Inland Revenue Department and the Ministry of Works and Development.

Katrina holds a Bachelor of Science from Canterbury University and a Masters in Regional and Resource Planning (with Distinction) from Otago University.

Photo of Deputy Secretary Priority Education Assignments, Apryll Parata. Deputy Secretary, Parents, Whānau and Communities: Apryll Parata

In July 2013, Apryll was appointed to the role of Deputy Secretary Priority Education Assignments. This group has been established to respond to urgent projects identified by the Secretary for Education.

Apryll has previously held two other Deputy Secretary roles within the Ministry. Deputy Secretary Māori Education in late February 2007, bringing a wealth of experience in education to this position. Deputy Secretary Performance and Change in April 2012. This group was charged with organisation-wide performance measurement, monitoring and improvement.

She has taught and held management positions in a number of secondary schools on the East Coast and in the Wairarapa.

Apryll has a BA in Māori Studies from Waikato University and a Diploma of Secondary Teaching. As well as being a teacher she has been Principal of Ngata Memorial College in Ruatoria, a Private Secretary to a Minister of the Crown and has also been the Director Education Practice at Gardiner Parata Ltd since 1997.

Some of her work as a consultant has included working in the area of Māori medium education, and facilitating reviews of planning processes at Te Puni Kōkiri.

Apryll has tribal affiliations with Ngāti Porou and Ngāi Tahu.

Head of Education Infrastructure Service (EIS): Kim Shannon

Deputy Secretary, Office of the Minister of Education (Secondment): Kim Shannon.

Kim is a highly experienced operational and policy leader, who has been with the Ministry since 2000. She has led significant change in the Ministry, specialising in building value, driving good business practice and high standards of public service.

She has led programmes to unwind bulk funding, bring together multiple policy teams into one group, and managed major staffing reviews. As Programme Director for the Schools Plus initiative, she led a cross-government approach to lift achievement in education by developing pathways between secondary and tertiary education.

Kim was involved in the early part of Christchurch’s recovery, driving the business case for the capital works programme through to Cabinet’s approval. As Head of EIS, Kim introduced the first new schools PPP (public-private partnership) in education.

In Kim’s role of Head of Education Infrastructure Service (EIS), she is responsible for ensuring New Zealand’s schools are safe and inspiring learning environments, and oversees management of a $23.5 billion property portfolio, with a $600 million annual property spend.

EIS also delivers school transport assistance to more than 100,000 students in rural areas and students with special needs, drives better use of technology in schools through improved ICT infrastructure and the upgrades of all school IT networks, and ensures accurate, on-time payment for state education school employees.

Kim holds a Bachelor’s Degree in Education and English and a Diploma in Secondary Teaching from Canterbury University. Prior to joining the Ministry, Kim worked at the Department of Internal Affairs and the State Services Commission.

Photo of Deputy Secretary Graduate Achievement Vocations Careers Claire Douglas. Deputy Secretary, Graduate Achievement, Vocations and Careers: Claire Douglas

Claire joined the Ministry on 1 May as Deputy Secretary Graduate Achievement, Vocations and Careers. Claire is from Wellington and has held a number of policy leadership roles in central government on education policy matters. Her most recent role was at the Department of Prime Minister and Cabinet. Prior to that Claire worked in the Treasury from 2004 to 2010 and as a senior manager in the Ministry of Education from 1990 to 2004. An earlier role held by Claire was in the Ministry of Agriculture and Fisheries as an Agricultural economist.

Claire has a Master's Degree in Public Policy from Victoria University and an undergraduate degree in Agricultural Science.

The Graduate Achievement, Vocations and Careers Group is responsible for tertiary education strategy, policy, sector performance analysis, youth guarantee and vocational pathways, and international education. We work in a variety of ways to ensure young people transition successfully into work or further study. We also help New Zealand compete internationally as a place to study.

Karl Le Quesne, Acting Deputy Secretary Early Learning and Student Achievement. Acting Deputy Secretary Early Learning and Student Achievement: Karl Le Quesne

Karl was seconded to the acting Deputy Secretary Early Learning and Student Achievement in October 2016.

His previous role was Associate Deputy Secretary Early Learning and Student Achievement. He has led a number of functions in the Ministry including policy, funding, regulatory, Better Public Services, and ICT programmes, covering special education, early childhood education and other areas.

Karl has been with the Ministry since 2000 and has held a number of significant roles within the organisation such as Group Manager, Education Work Programme, Group Manager, Early Childhood Education, Director, Christchurch Earthquake Recovery Programme, Senior Manager, Education Management Policy, among others.

Karl has an Honours Degree in Geography from Victoria University of Wellington, and was a Leadership Development Centre Fellow in 2014.

Photo of Deputy Secretary, Education System Performance, Dr Andrea Schoellmann. Deputy Secretary, Education System Policy: Dr Andrea Schöllmann

Andrea took on the role of Deputy Secretary, Education System Policy, in November 2013.  She joined the Ministry of Education in 2007, and since then has held a number of senior management roles, in the tertiary, international and system policy areas.  Prior to this, Andrea worked at the then Ministry of Economic Development, in regional and sector development roles, for 7 years.

The Education System Policy Group is responsible for strategic policy advice on education system settings, including advice on the system’s ability to deliver material improvements for learners at all levels.  The group provides policy advice on early childhood education and schooling, and on the performance of the education system for Māori and Pasifika learners.  It also has a focus on strengthening the medium to longer term strategic focus of the education system, and manages the Vote Education Budget.  The group is also leading the development of a social investment framework for education.

Andrea holds a PhD and a Masters degree from Lincoln University, where she lectured for some years in tourism geography.  She emigrated to New Zealand from Germany in 1990, so she also holds a number of German qualifications in the area of business management and administration, and she worked in the private sector in Germany.

Photo of Deputy Secretary People, Capability and Resources: Zoe Griffiths. Deputy Secretary People, Capability and Resources: Zoe Griffiths

Zoe was appointed Deputy Secretary of the new People, Capability and Resources group on 16 February 2015.

The role is responsible for the Ministry’s organisational capability ensuring the critical people, processes, systems and infrastructure is in place to achieve the business strategies of the Ministry. The functions within this group include: IT, Finance, People Capability, Business Services and Procurement.

Prior to working for the Ministry, Zoe was seconded from the Ministry of Social Development to work as Director of the Ministerial Inquiry into Novopay. She was appointed to the Ministry’s Leadership Team as the Director of the Secretary’s Office on 1 June 2014.

Prior to this Zoe has held a range of senior roles in the Ministry of Social Development, including General Manager – Care and Protection Support in the Child, Youth and Family Service and General Manager Strategy and Service Development in Work and Income.

Zoe has a Bachelor of Laws from Auckland University.

Photo of Deputy Secretary Strategy, Planning and Governance: Ellen MacGregor-Reid. Deputy Secretary Strategy, Planning and Governance: Ellen MacGregor-Reid

Ellen started with the Ministry of Education as Deputy Secretary Strategy, Planning and Governance on 28 May 2015. In this role Ellen is responsible for business strategy, education system stewardship, planning and governance, risk and assurance, legal services, communications, ministerial services and support for the Chief Executive.

Ellen joined the Ministry from the Department of Prime Minister and Cabinet (DPMC), where she was Deputy Director for the Policy Advisory Group and policy advisor to the Prime Minister on social sector issues. Prior to her 3 years with DPMC, Ellen had spent almost 5 years at the Ministry of Social Development (MSD).

At MSD Ellen held a variety of roles including General Manager Social Sector Strategy, General Manager Planning, Performance and Governance, and Deputy Director of the Chief Executive's Office.

Ellen began her public service career at the Treasury over 13 years ago. She holds a Master of Arts in Geography from the University of Auckland.

Raukura/Chief Advisor Te Ao Māori: Kingi Matutaera Ihaka (Matu) Kingi Matutaera Ihaka (Matu), Raukura/Chief Advisor Te Ao Māori.

Māori: Te Raumawhitu Kupenga Te Rau Kupenga Chief Advisor Te Ao Maori

MatuTe Rau has been appointed to a new senior leadership role which works across the Ministry to ensure all our work helps us to lift Māori achievement. MatuTe Rau supports the Secretary for Education and the Leadership Team by providing advice on policy issues and the Ministry’sministry’s capability and performance in cultural contexts.

Matu has been part of the Te Ao Māori team supporting the previous Chief Advisor, Te Rau Kupenga, working acrossjoins us from the Ministry to support Māori achievement. Heof the Environment, where he was contracting ata Deputy Secretary supporting strategic direction and governance for the Ministry for Culture and Heritage, whereMinisters on Treaty of Waitangi negotiations and iwi relationships.  Previously he supportedwas Chief Legal Counsel for the refreshOffice of theirthe Māori Strategy, Te Arataki,Trustee, a presenter on both TVNZ and engagement with iwi/Māori. He has also contracted to the Ministry of Health supporting Māori Health Providers from Te Hāpua to Awarua (Bluff)Television and was recently a board member of the National Health Information Technology HealthBroadcasting Standards Authority, the first Māori Board Consumer Panel and Patients First Steering Group. Currently a member ofMember in the Royal NZ College of General Practitioners Quality Advisory Committee, Matu was a member21 year history of the Steering Group for Aiming for Excellence, a quality improvement framework for GPs throughout New Zealand, released in August 2016.authority.

Craig Jones, Deputy Secretary, Evidence, Data and Knowledge. Deputy Secretary Evidence, Data and Knowledge: Dr Craig Jones

Craig was appointed to the role of Deputy Secretary, Evidence, Data and Knowledge in May 2016.

Originally from Invercargill and a graduate of Otago University, Craig has been involved in the New South Wales public service for most of his career. All of his roles have had a strong focus on research and evaluation to inform policy decisions with evidence about ‘what works’, for whom and under what conditions. He has held leadership roles in Justice and in the NSW Treasury and, most recently, at the Centre for Education Statistics and Evaluation within the New South Wales Department of Education. In his most recent role, Craig was overseeing the evaluation of major reform initiatives across the NSW education system and other strategic research projects to inform education policy decision-making. Craig holds a PhD in forensic psychology from the University of New South Wales.

Education Agencies

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Careers New Zealand

Helps people make the best decisions about jobs, training and careers, at any age or stage of their lives.

Careers NZ

Education New Zealand (ENZ)

The lead Government agency for the promotion of New Zealand education internationally. ENZ works to build awareness of New Zealand as a study destination and to pave the way for exporting education institutions and businesses.

Education New Zealand (ENZ)

Education Review Office (ERO) - Te Tari Arotake MātaurangaArotake Mātauranga

Reviews and reports publicly on the quality of education in all New Zealand schools and early childhood education services. ERO also publishes national reports on current education topics.

Education Review Office (ERO)

Ministry of Education - Te Tāhuhu o Te Mātauranga

Works with the education sector and the community to raise achievement and reduce disparity by focusing on excellence in teaching, quality providers and engaging families and communities in learning.

Ministry of Education

National Library of New Zealand - Te Puna Mātauranga o Aotearoa

Aims to enrich the cultural and economic life of New Zealand and preserve its documentary heritage for generations to come.

National Library of New Zealand

New Zealand Qualifications Authority (NZQA) - Mana Tohu Mātauranga o Aotearoa

Ensures that New Zealand qualifications are regarded as credible and robust, nationally and internationally.

New Zealand Qualifications Authority (NZQA)

The Education Council- Te Pouherenga Kaiako o Aotearoa

The professional and regulatory body for registered teachers working in early childhood centres, schools and other education institutions in New Zealand, representing teachers in both English and Māori settings. The Council aims to support the professional status of teachers and high quality teaching and learning.

The Education Council

Tertiary Education Commission - Te Amorangi Mātauranga Matua

Responsible for government-funded post-compulsory education and training offered in New Zealand.

Tertiary Education Commission (TEC) 


School Transport Service Agent Contacts

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Cognition Transport (formerly named Multiserve)

Office number: (09) 638 4808
Email:  transport@cognitioneducation.com
Postal Address: Cognition Transport, Private Bag 92617, Symonds Street, Auckland 1150

09 638 4797
021 847 544
KHutton@cognitioneducation.com

RegionNamePositionContact details
 Leanne ThomasKarl HuttonTransport Operations Manager

021 676 429
LeanneT@cognitioneducation.com

 Sonya GulikRegional Transport Team Leader

09 638 4807
027 202 1600
SGulik@cognitioneducation.com

Northland and North Shore Sandra Van DykRegional Transport Manager

09 436 2901
027 485 3802
SvanDyk@cognitioneducation.com

Auckland and Northland including SESTAAlison GrantRegional Transport Administrator

09 638 4795
AGrant@cognitioneducation.com

Auckland, Waikato and King CountryRegina OsborneRegional Transport Manager

09 827 6929
027 453 1114
ROsborne@cognitioneducation.com

Waikato, King Country and Bay of Plenty, including SESTADonna LeckieRegional Transport Administrator

09 638 4801
DLeckie@cognitioneducation.com

Bay of PlentyMelissa WintersRegional Transport Manager

07 544 9527
027 487 5585
MWinters@cognitioneducation.com

Lower North Island East Janice KennerleyRegional Transport Manager

06 845 1342
027 441 0525
JKennerley@cognitioneducation.com

Lower North Island - West, including WellingtonJeanette HowdenRegional Transport Manager

027 277 5738
JHowden@cognitioneducation.com

Lower North Island East and West including SESTAJan WillettsRegional Transport Administrator

09 638 4803
jwilletts@cognitioneducation.com

School Support Ltd

Office number: 03 435 0505
Email:  schooltransport@schoolsupport.co.nz
Postal address: School Support Ltd, PO Box 115, Twizel 7944

RegionNamePositionContact details
Mid Canterbury Graeme BondTransport Manager

03 435 0505
027 4362829
gbond@schoolsupport.co.nz

South IslandShirley BondSpecial Needs Transport

03 435 0600
021 245 0600
sesta@schoolsupport.co.nz

Nelson/Marlborough/West CoastGlenys SchofieldTransport Officer

03 548 1159
Glenys@schoolsupport.co.nz

Nelson/Marlborough/West CoastJulia CongdonTransport Administrator

03 548 1159
nnadmin@schoolsupport.co.nz

ChristchurchGavin SincockTransport Office

03 281 7686
027 436 9334
g.sincock@schoolsupport.co.nz

Otago/SouthlandChristine AgnewTransport Officer

03 218 3169
consult@schoolsupport.co.nz

Otago/Southland/CanterburyNevan WoodTransport Administator

03 218 3169
transport@schoolsupport.co.nz

Post occupancy evaluations (POEs) of school building projects

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A post occupancy evaluation evaluates buildings in a systematic and rigorous manner. The evaluator interviews the people using the new buildings and facilities and collates the information under 4 main headings:

  • accessibility
  • health and safety
  • modern learning environments
  • sustainability.

The POE identifies both positive and negative aspects of the new buildings and gives recommendations for improvements. We use these recommendations to improve the design process for future buildings. If there are any defects these are sent back to the project team to make good.

Recent post occupancy evaluations

If you are starting a new build or redevelopment, reading past POEs can be a useful way to find out how well previous new builds are working for the people using them.

Latest circulars

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In this section

Circular 2016/01 - Financial2016/01 Financial reporting requirements for early childhood education services
This circular is about financial reporting requirements for licensed early childhood education (ECE) services (including services deemed to be licensed under sections 319K or 319L of the Education Act 1989), for the financial year ending in 2015.

Circular 2016/03 Notice of Initiation of Bargaining for secondary school principals and for adult and community education staff
This circular is about Initiation of bargaining for two new collective agreements covering secondary principals, and adult and community education staff.

Circular 2016/04 Notice of Initiation of Bargaining for area school principals
This circular is about Initiation of bargaining for a new collective agreement covering area school principals.

Circular 2016/05 Settlement of the Area School Teachers’ Collective Agreement and a new Individual Employment Agreement
This circular is about the recent settlement of the Area School Teachers’ Collective Agreement 2016-2019 and information on applicable individual employment agreements.

Circular 2016/06 Settlement of the Secondary Principals' Collective Agreement and a new Individual Employment Agreement
This circular is about the details of the recent settlement of the Secondary Principals’ Collective Agreement 2016-2019 and information on applicable individual employment agreements.

Circular 2016/07 Settlement of the Adult and Community Education Staff in Schools' Collective Agreement and other related matters
This circular is about the recent settlement of the Adult and Community Education Staff in Schools’ Collective Agreement 2016-2019 and information on applicable Individual Employment Agreements.

Circular 2016/08 Settlement of the Primary Principals’ Collective Agreement and the Primary Teachers’ Collective Agreement and new, related Individual Employment Agreements
This circular is about the recent settlements of the Primary Principals’ Collective Agreement 2016-2018 and the Primary Teachers’ Collective Agreement 2016-2018 and information on applicable Individual Employment Agreements.

Circular 2016/09 - Settlement of the Area School Principals' Collective Agreement and a new Individual Employment Agreement
This circular is about the details of the recent settlement of the Area School Principals’ Collective Agreement 2016-2019 and information on applicable individual employment agreements.

Circular 2016/10 - State Funding for 2017
This circular is about Operational Funding Grant and Staffing Entitlement for 2017.

Circular 2016/11 - Private School Subsidy Funding 2017
This circular is about Private School Subsidy Funding for 2017.

Circular 2016/12 Annual Reporting Circular
This circular provides information, advice and guidance on the preparation of your 2016 annual report.

Circular 2016/13 - Notice of Initiation of Bargaining for School Caretakers, Cleaners (including Canteen Workers); Support Staff in Schools; and Kaiarahi i te Reo, Therapists, ATSSD and Special Education Assistants
This circular is about Initiation of bargaining for a new School Caretakers’ and Cleaners’ (including Canteen Workers) Collective Agreement; a new Support Staff in Schools Collective Agreement; and a new Kaiarahi i te Reo, Therapists’, ATSSD, Special Education Assistants’ Collective Agreement.

Circular 2016/14 Secondary and Area School Groundstaff Collective Agreement - Initiation of Bargaining
This circular is about the initiation of bargaining for a new Secondary and Area School Groundstaff Collective Agreement.

 

Early Childhood Advisory Committee (ECAC)

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The committee is made up of representatives from early childhood education (ECE) sector organisations. It broadly represents licensed ECE services and kōhanga reo. 

Membership of the committee

The Ministry of Education invites ECE organisations to become members of the committee. The organisations then nominate a representative.

The organisations represented on the committee are:

  • Barnardos New Zealand
  • Christian Early Childhood Education Association of Aotearoa
  • Early Intervention Association of Aotearoa New Zealand
  • Early Childhood Council
  • Early Childhood Leadership
  • Home Early Learning Organisation
  • Hospital Play Specialists Association
  • Montessori Aotearoa New Zealand
  • NZEI Te Riu Roa
  • New Zealand Home-based Early Childhood Education Association
  • New Zealand Kindergartens Inc.
  • Playcentre Federation of New Zealand
  • Pasifika Advisory Group
  • Te Kōhanga Reo National Trust
  • Te Aho o Te Kura Pounamu - The Correspondence School
  • Te Rito Maioha Early Childhood New Zealand
  • The Federation of Rudolf Steiner Waldorf Schools in New Zealand.

Meetings

ECAC meets 4 times a year at the Ministry of Education offices in Wellington. As well as the committee, the meetings are attended by Ministry of Education staff and observers from other education agencies.

The meetings allow ECE organisations to:

  • share information
  • give feedback on proposals by the Government, the Ministry and other government agencies 
  • talk about difficulties and opportunities facing the ECE sector
  • identify and discuss strategic challenges and opportunities.

Information from ECAC meetings

Read the minutes and any presentations from ECAC meetings.

ECAC minutes and presentations – December 2016

ECAC met on 14 December 2016. Agenda items included:

  • Te Whāriki update consultation
  • Update from ERO
  • Communities of Learning
  • Review of funding systems
  • Investing in Children programme
  • Food Act implementation
  • ECE me ngā kōhanga reo data summary report 2015

Minutes and presentations from this meeting will be available here soon.

Circular 2015/13

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Private School Subsidy Funding 2016

Date 22 September 2015 |  Circular 2015/13 |  Category Resourcing

This circular is about Private School Subsidy Funding for 2016.

This circular replaces Private School Subsidy Funding 2015.

The action needed is Please note the information.

It is intended for Proprietors and principals of private schools.

For more information Enquiries about the private school subsidy should be directed to the Ministry of Education's contact centre:

Contact Centre
Resourcing Division
Ministry of Education
PO Box 1666
Wellington
Phone 04-463 8383
Fax 04-463 8374
Email resourcing@education.govt.nz

Introduction

This circular provides schools with information about private school subsidy funding for 2016.

School financial year and payment schedule

The 2016 funding year commences on 1 January 2016 and concludes on 31 December 2016. Quarterly instalments will be paid in advance, at the beginning of each funding period, as shown below.

Date Paid (2016)Period coveredNumber of months fundedPercentage paid of remaining grant
5 JanJanuary - March3 months25.0%
1 AprApril - June3 months33.3%
1 JulJuly - September3 months50.0%
3 OctOctober - December3 months100.0%

This payment method ensures that when an entitlement is adjusted, either up or down, the board of trustees will receive 100% of the school’s entitlement in the current year.

Remittance advices

The Ministry issues a remittance advice if a payment is made outside of the quarterly instalments.

Change of bank account number

If a school’s bank account number changes, a Change of Bank Account Form must be completed and sent directly to:

The Finance Division, PO Box 1666, Wellington.

Forms are available at http://www.education.govt.nz/school/running-a-school/resourcing/operational-funding/operational-funding-payments/

GST queries

Operational funding entitlement and instalment notices display the entitlement for each component as a GST exclusive amount. This change was implemented in 2012 to support schools in their financial planning.

Boards are required to account for GST on the full amount received. If you have questions about GST or other tax obligations, please consult Education Centres: A Tax Guide for Organisations that Provide Education (IR253), available from the Inland Revenue Department’s website at www.ird.govt.nz .

Per student subsidy rate calculation

Calculation of rate

Subsidy funding is provided at a set rate per student.

The per-student rate is set by taking the fixed Government appropriation – currently set at approximately $47.8 million (GST excl) – and dividing it by the likely demand.

The likely demand is the mid-point between the actual roll and schools’ predictions of the roll for the following year. For 2016, this is the 2015 actual roll and schools’ predictions of the 2016 roll.

Per-student subsidy rates for 2016

The per-student rates are set at four levels to recognise the cost of curriculum delivery at each year level.

This table shows the per-student subsidy rates for the 2016 year 

Year level2016 funding rate GST exclusive2016 funding rate GST inclusive
1-61,026.881,180.91
7-81,124.491,293.16
9-101,439.101,654.97
11-152,185.632,513.48

Rolls used for funding provision

Funding roll

Boards are funded on what is considered to be the peak roll.

  • July roll  - primary schools
  • March roll - intermediate, area, composite and secondary schools

Predicted funding roll

Until the appropriate roll is available, boards receive a provisional funding allocation using their predicted roll. The predicted roll is a school’s estimate of student numbers. This roll is submitted with the July roll return in the previous year.

Funding is reallocated once the peak roll is available.available

New entrant adjustment

A new entrant adjustment is added to the actual roll for primary and composite schools. This adjustment is used to estimate the number of new entrants likely to enrol between the date of the roll being used and 10 October. A factor is applied to the year 1 roll with the result rounded up to the nearest whole number.

  • Where a March roll is used, a new entrant factor of eleven-twelfths is applied to the year 1 roll. The result is rounded up to the nearest whole number.
  • Where a July roll is used, a new entrant factor of five-eighteenths is applied to the year 1 roll. The result is rounded up to the nearest whole number.

Rolls used to calculate funding payment

School typeJanuary instalmentApril instalmentJuly instalmentOctober instalment
PrimaryPredicted roll submitted in July roll returnPredicted roll submitted in July roll returnActual roll submitted in March 1 roll returnActual roll submitted in July 1 roll return
Intermediate, area/composite, secondaryPredicted roll submitted in July roll returnPredicted roll submitted in July roll returnActual roll submitted in March 1 roll returnActual roll submitted in March 1 roll return

 

 

 

 

 


Other grants and supplementary resources

Other grants and supplementary resources

Aspire Scholarships

Aspire Scholarships are provided annually to allow children from low income families to attend private schools.

Information for applicants is available at http://www.education.govt.nz/school/student-support/scholarships-and-competitions/the-aspire-scholarship/.

NCEA

The NCEA grant is provided at a per-student rate for Year 11 - 13+ students.

Year level2016 funding rate GST exclusive2016 funding rate GST inclusive
11-13+5.756.61

ORS

Boards receive funding for students verified as having high or very high ongoing special education needs through the Ongoing Resourcing Scheme (ORS). This is equivalent to the ORS staffing entitlement for state and state integrated schools.

Contact your local Special Education Office for further information. 

Kiwisport

The Kiwisport component is provided at a per-student rate to assist with:

  • increasing the numbers of school-age children participating in organised sport – during school, after school and by strengthening links with sports clubs
  • increasing the availability and accessibility of sport communities for all school-aged children.
Year level2016 funding rate
GST exclusive
2016 funding rate
GST inclusive
Years 1-813.2015.17
Years 9-13+23.8427.41

MLP

Boards receive funding for students enrolled in Māori Language Programmes (MLP) that meet all the criteria for one of four immersion levels.

Only students enrolled in levels 1 - 4 (including 4b) generate MLP funding.

Immersion levelMāori immersion – curriculum taught in Māori
1100% of time ie, complete immersion (25 hours per week); or 81–100% of total time, ie, for more than 20 and up to 25 hours for primary schools and 22.5 hours for secondary and composite schools per week.
251–80% of total time, ie, for more than 12.5 and up to 20 hours per week
331–50% of total time, ie, for more than 7.5 and up to 12.5 hours per week.
4a12%–30% of total time, for more than 3 and up to 7.5 hours per week (ie, more than 70% of instruction is in English).
Immersion levelTe Reo Māori - Māori language taught as a separate subject
4bAt least three hours per week
5Less than three hours per week.
Immersion levelTaha Māori – cultural programme
6Māori songs, greetings and simple words

Boards are initially funded for the number of students predicted by the school in each MLP level. Funding is recalculated once actual numbers of students taught at each level have become available.

MLP funding rate

Immersion level2016 funding rate
GST exclusive
2016 funding rate
GST inclusive
Level 1963.201,107.68
Level 2470.07540.58
Level 3253.36291.36
Level 461.5170.73

Export Education Levy

Private schools that enrol international fee-paying students are required to pay an Export Education Levy. This levy goes to an export education fund used by the industry for the promotion, capability development, research and quality assurance of export education.

The Export Education Levy is made up of two components:

  • an annual flat fee component of $185 (GST excl)
  • a per-student component of 0.0045 x tuition fee.fee

Levy Collection Process

The ENROL database is used to calculate the Export Education Levy. All international fee-paying students who pay a tuition fee to the school must be recorded on ENROL regardless of the number of tuition weeks they are enrolled for. The only exception is for students on visitor’s visa who are in New Zealand for 2 weeks or less and do not pay the school any fee and also GROUP students who are hosted by your school. (GROUP students are reported on an RS13G spreadsheet which can be obtained by emailing foreign.levy@education.govt.nz ).

Because ENROL is being used to calculate the Export Education Levy, schools are required to enter a “Weekly Tuition Fee (GST excl)” for each international student. This is because the Export Education Levy is based on tuition fees.

The Export Education Levy is collected on a trimester basis. This means that schools will have the deduction of the levy spread over 3 trimesters.

Nominal start and end dates to the school year are used in the calculation of the levy so that the correct levy amount is calculated over the year.

Private schools will be emailed shortly after the end of each Trimester an RS16P spreadsheet which will list all international fee-paying students you had enrolled in the Trimester. This allows the school to check the accuracy of the list of students. One week later schools will be emailed the final RS16 spreadsheet which will be used to determine the final amount of levy to be deducted.deducted

Trimester 1

For 2016, Trimester 1 will use the nominal start date of 1 February and go through to 30 April. The levy amount due will be deducted from the July subsidy payment to private schools.

Trimester 2

Trimester 2 covers the period from 1 May to 31 July. The levy amount due will be deducted from the October subsidy payment to private schools.

Trimester 3

Trimester 3 covers the period from 1 August to the nominal end date of the school year. The nominal end dates for 2016 are 18th December for primary/intermediate schools and 11th December for secondary/composite/special schools. The levy amount due for Trimester 3 will be deducted from the subsidy payment to private schools in the January of the following year. 

Further information

Please refer any queries to:
Administrator International Levies,
Phone 04 463 8073 
Email foreign.levy@education.govt.nz

Teacher-led Innovation Fund (TLIF)

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All qualified early childhood education services me ngā kōhanga reo (early learning services) teachers can now apply directly to TLIF with their inquiry project. Applications closefor the third round of the fund are open now. Proposals are due on 13 April 2017. This separate funding round allows more time for quality proposals to be produced.16 March 2017, with projects starting in July 2017.

All primary and secondary teachers in state and integrated schools and kura are eligible to apply. Teachers working within and across Communities of Learning | Kāhui Ako (CoL) are encouraged to collaboratively develop their TLIF project proposal.

More about Communities of Learning | Kāhui Ako

The eligibility and application process for schools and kura remains the same with proposals due by 16 March 2017View and download the TLIF application form and guidelines , as well as helpful research and resources to support proposal development.

TLIF Round 3 - timeline

25 November 2016Round 3 applications open
16 March 2017Applications close
June 2017Letters sent to applicants
1 July 2017Projects start

Further information 

Contact us

For any enquiries about the Teacher-led Innovation Fund:

Information to help with your proposal application

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Title has changed:ApplyingInformationto the Teacher-led Innovation Fund (TLIF)help with your proposal application

Schools and kura – how to apply

All primary and secondary teachers in state and integrated schools and kura are eligibleWe recommend reading the Teacher-led Innovation Fund (TLIF) guide before submitting your proposal. You may also find it helpful to apply. Teachers working withinread the recent NZCER research about successful elements of TLIF projects and across Communities of Learning | Kāhui Ako are encouragedthe lessons learned from previous application processes.   We've also put together a resource to collaboratively develop their TLIF project proposal.help you prepare your action plan. Proposals need to be submitted by 16 March 2017.

Before you start your proposal we recommend reading the  Teacher-led Innovation Fund (TLIF) guide . Schools and Kura proposals still need to be submitted by 16 March 2017.

Application process

TLIF Round 3 –  Timeline for schools and kura

25 November 2016

Schools and kura applications opened

16 March 2017

School and kura applications close

June 2017

Letters sent to all applicants

1 July 2017

Successful projects start

 

Early Childhood Education services me ngā Kōhanga Reo – how to applyAction Plans

All qualified early childhood education services me ngā kōhanga reo (early learning services) teachers can apply. ApplyingA strong proposal includes a clear description of what the project would look like in action and shows how  the team will address the inquiry questions. It details what the team is a 2 step process:going to do, when, what outcomes are sought, who will do the activities, and what resources are needed.

Email us with your expression of interest by 12 noon 16 March 2017*

This will help us get an idea of how many applications we’re going to get. Email Teacherled.innovfund@education.govt.nz with the:

  • Name of proposed lead ECE service or ngā Kōhanga Reo
  • Name of project contact person and contact details

*Proposals submitted without prior expression of interest may not be accepted.

Preparing an action plan

Start preparing your proposal

Once you’ve emailed us your expression of interest you can start preparing your proposal. We suggest you read the TLIF guide for Early Childhood Education Services me ngā Kōhanga Reo first.

Application process

There are many ways to construct an action plan.
Go to our writing an action plan resource for information and exemplars to help you prepare your own action plan.

Application process

TLIF Timeline for Early Childhood Education Services me ngā Kōhanga Reo

1 February 2017 

Applications open

16 March 201

Expressions of interest close

13 April 2017

Applications close

June 2017

Letters sent to all applicants

1 July 2017

Successful projects start

 

Useful information for all applicants for preparing proposals

Information on action plans 

  • A strong proposal includes a clear description of what the project would look like in action and shows how the team will address the inquiry questions Our resource will help you prepare your action plan. Go to our  writing an action plan resource [DOCX, 66 KB] for information and exemplars to help you prepare your own action plan.

 


New Zealand School Trustees Association (NZSTA)

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NZSTA supports school boards of trustees in their governance and employer roles. Schools do not have to be members of NZSTA to access the Advisory and Support Centre or specialist regional advice. Representational support is available to NZSTA members

Expertise and Support

  • An 0800 Helpdesk0800 Helpdesk is operated by Governance and EmploymentGovernance and Employment advisors who are experts in governance processes, board meeting processes, board elections, legislation, recruitment, performance management and health and safety. 
  • The Employer Role ToolkitEmployer Role Toolkit includes an audit system that will identify opportunities for improvement and information on good practice.
  • Professional DevelopmentProfessional Development and support programmes are designed to up skill boards in their governance and employment roles and are delivered free to board members via workshops, one on one, online self paced learning or hard copy. Professional development is delivered by approved professional development facilitators and tailored to meet individual school needs.
  • Experienced Governance and Employment advisors can assist with governance and complex employment relations issues and employment agreements.

How to get support

Ring the Advisory & Support Centre – phone 0800 782 435

  • Press option 1 for Governance
  • Press option 2 for Employment
  • Press option 3 for Professional Development Advice

NZSTA WebsiteNZSTA Website   
Go to Toolkit to find advice, resources, templates, online modules and contact details for your local advisor.

Back to Support for schools and kura page                                      

 

Te Matatini Inc. National Hapa Haka Festival 2017 Giveaway

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Terms and conditions

Only one entry per entrant.  By entering the Giveaway each entrant is deemed to have accepted these terms and conditions and to have agreed to be bound by them. 

To enter the Giveaway the entrant must have completed the ‘Te Matatini’ (Survey Monkey) survey as provided by the Ministry of Education via a link published on the Te Matatini Inc. Facebook post published on Friday 3 February 2017. 

Incomplete entries will not be accepted. The names of the winners may be published on Te Matatini Inc’s Facebook page and may be used for publicity purposes. 

The prizes (10 four-day General Admission (GA) passes to Te Matatini National Hapa Haka Festival 2017) are not transferable or exchangeable, and cannot be redeemed for cash. 

Only entries received by the closing date specified (Tuesday 7 February 2017 at midday) will be accepted.

Winners will be drawn at random on Tuesday 7 February 2017 at midday and will be announced on Te Matatini Society Incorporated’s Facebook page [@TeMatatini]. 

Winners will be notified as specified via Facebook or email initially and they will need to provide an email or phone contact to organise receipt of the prize. 

If the prize winner cannot be contacted within 3 days or does not provide contact details, then that winner will forfeit the prize with no right of compensation and the prize will be redrawn. 

All entries may be used for the purposes of publicising the Te Matatini Inc. Festival 2017 event and the winners’ information will be shared with the Ministry of Education for these purposes and the purpose of organising receipt of the prize. 

Under the Privacy Act 1993, all individuals have the right to access and correct their personal information by contacting the Ministry of Education Privacy Officer at privacy@education.govt.nz.

ESOL news update

Circular 2015/15

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Date 2 November 2015 |  Circular 2015/15 |  Category Industrial Relations

Settlement of the Secondary Teachers’ Collective Agreement and a new Individual Employment Agreement

This circular is about The details of the recent settlement of the Secondary Teachers’ Collective Agreement and information on applicable Individual Employment Agreements.

This circular replaces  This circular does not replace any other.

The action needed is To note the contents of this circular and complete the requirements concerning Individual Employment Agreements if applicable.

It is intended for Chairpersons of boards of trustees and principals of all state and state-integrated secondary schools, and of other state and state-integrated schools that employ teachers covered by the Secondary Teachers’ Collective Agreement or a secondary teacher Individual Employment Agreement.

For more information  Email the Industrial Relations Unit: industrial.relations@education.govt.nz

All agreements are available on the Ministry’s website: http://www.education.govt.nz/school/running-a-school/employing-and-managing-staff .

Introduction

The Secondary Teachers’ Collective Agreement 2015-2018 (STCA) was settled on 21 September 2015 and has since been ratified by the members of the Post Primary Teachers’ Association (PPTA) and signed by the parties.

The settlement is for a 36 month term, effective from 28 October 2015 and expiring on 27 October 2018. Base salary adjustments have been made for both the trained and untrained teachers’ salary scales.

This circular provides a summary of the changes and new provisions. The full collective agreement is available on the Ministry of Education’s website . Printed copies will be available from the New Zealand School Trustees Association (NZSTA).

The pay increases provided for in the STCA are not available to employees on Individual Employment Agreements (IEAs) unless a new IEA is entered into between the Board and the employee, and in no case can such an increase be effective before 28 October 2015, or the date the IEA is signed, whichever is the later.

Key features of the settlement

Salary

An amended base salary scale for both trained and untrained teachers has been introduced. Pay increases of 2 per cent for the next two years - effective from 2 September 2015 and 2 September 2016 - and an average 2.5 per cent increase, effective 4 September 2017, have been agreed.

Please note that the unit rates, middle management and senior management allowances, and all other terms and conditions, have not been affected by the settlement and remain the same.

Coverage

The parties have agreed to amend the coverage clause as it relates to specialist secondary teachers of technology of Year 7 and 8 students (historically known as manual teachers).

Sabbaticals

Ten additional sabbatical leave awards per annum (a total of 50) have been agreed from the beginning of the 2016 school year. The criteria for these additional awards will have a greater focus on professional learning.

Motor car reimbursement rates

A flat rate of 62c per kilometer irrespective of the number of annual kilometers run on official business has been introduced. Prior to this change, a rate of 47c applied over 1600 kms.

Field allowance

An increase to the field allowance from $12.72 to $25 and to subsume the incidentals allowance within the field allowance has been agreed. Where the teacher receives the field allowance, the incidentals allowance is not payable.

Removal of (two) reimbursing allowances

The trailer towing and relieving allowances have been removed.

Sick leave and salary credits for calculating equivalent service

Changes have been made to Appendix A (Salary on Appointment) and Part Six (Sick Leave) in order to make the collective agreement easier to understand. It is not intended that any entitlement of any teacher is reduced as a result of these changes.

Revision of service/qualification increment eligibility

The wording in relation to service/qualification increment eligibility has been revised. Historic eligibility criteria have been retained in a new “Supplement 2”.

Payment in lieu of notice where appointment is terminated

Boards now have the ability to pay out up to two months’ salary in lieu of notice to any teacher who is dismissed with notice, except in cases of serious misconduct.

Salary scale progression of short-term relievers

The agreement has been amended to clarify when short-term relievers can progress to the next step on the salary scale.

Good employer guidelines in respect of Māori

The clause has been updated.

Other matters

The following matters were also agreed:

  • The Ministry has agreed to pay secondary teacher practising certificate fees to the new teacher professional body, the Education Council, for the three years between 1 November 2015 to 31 October 2018
  • Two working groups will be established to focus on secondary teacher workload and secondary teacher supply. The terms of reference for each working group are attached to the terms of settlement at the back of the collective agreement
  • The variations agreed to during the term of the last collective agreement have been incorporated into the STCA as have agreed technical changes.

Individual Employment Agreements for Secondary Teachers

An Individual Employment Agreement (IEA) based on the terms and conditions of the renegotiated STCA has now been promulgated and is available on the Ministry’s website at http://www.education.govt.nz/school/running-a-school/employing-and-managing-staff/individual-employment-agreements/ .

Teachers who are not members of the PPTA but whose work could be covered by the STCA coverage clause may be offered the newly promulgated IEA to access the applicable terms and conditions of the renegotiated STCA.

IEAs are only effective from the date of signing and cannot be effective before the date they were promulgated by the Secretary for Education.

The previous requirement that an employer had to offer a new employee, who is not a member of a union party to a collective agreement that would cover the employee’s work if he or she was a union member, the terms and conditions of that agreement for the first 30 days of employment no longer applies. However, employers are still required to inform new employees that a collective agreement exists and provide them with a copy of the agreement, as well as information regarding how to contact and join the union.

If you are intending to offer existing employees who are not union members the promulgated IEA then you must draw their attention to the details of the applicable terms and conditions of the new STCA.

Please note that if the board and the employee do not sign the new IEA then salary increases will not apply. Existing employees on old IEAs will be entitled to the new salary rates from the date that they sign the new IEA (or 28 October 2015, whichever is the later).

In the event a board has concerns and/or questions regarding its employment arrangements with individual employees, the board should contact its NZSTA adviser or its own employment adviser.

Issued by

Nick Kyrke-Smith, Senior Manager Industrial Relations, Education Workforce, Student Achievement Group
Ministry of Education, National Office, 45 – 47 Pipitea Street, Thorndon, P O Box 1666, Wellington, New Zealand, Phone 04-463 8000, Fax 04-463 8001, Email industrial.relations@education.govt.nz

Circular 2015/12 - Initiation of bargaining for a new Primary Principals' Collective Agreement

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Date 29 September 2015 |  Circular 2015/12 |  Category Industrial Relations

This circular is about Initiation of bargaining for a new Primary Principals' Collective Agreement.

This circular replaces This circular does not replace any other.

The action needed is To bring the Notice of Initiation of Bargaining notice to the attention of all employees whose work may be covered by the collective agreement, within ten days of receipt of this notice.

It is intended for Chairpersons of Boards of Trustees of state or state integrated primary, composite (other than area schools) and special schools, and any school established as a Kura Kaupapa Māori.

The Notice of Initiation of Bargaining should be brought to the attention of all principals employed in any of the schools listed above.

For more information Contact the Industrial Relations Unit by email: industrial.relations@education.govt.nz .

All agreements will be available on the Ministry’s website; http://www.education.govt.nz/school/running-a-school/employing-and-managing-staff .

Introduction

Section 43 of the Employment Relations Act 2000 (the Act) requires that, on receiving a notice of intention to bargain a collective agreement under the Act, details of that notice are to be drawn to the attention of all employees who come within the coverage of the intended agreement within ten days of receiving that notice.

Notice of Initiation – primary school principals

On 25 September 2015 the New Zealand Educational Institute Te Riu Roa (NZEI) confirmed the details with the Secretary for Education of a formal initiation of bargaining for the renewal of the Primary Principals’ Collective Agreement. The current collective agreement expires on 7 November 2015.

The NZEI propose that the Agreement entered into by the Secretary of Education, acting under the delegation of the State Services Commissioner, and the NZEI is intended to cover principals who are, or who become NZEI members and who are employed in state and state integrated primary schools (including normal schools, model schools and intermediate schools); composite schools other than area schools; special schools; and any such school that is also established as a Kura Kaupapa Māori or which has any additional designation or status under the Education Acts 1964 and 1989.

Issued by

Nick Kyrke-Smith, Senior Manager Industrial Relations, Student Achievement Group
Ministry of Education, National Office, 45 – 47 Pipitea Street, Thorndon, P O Box 1666, Wellington, New Zealand, Phone 04-463 8000, Fax 04-463 8001, Email industrial.relations@education.govt.nz

 

29 September 2015

Notice of Initiation of Bargaining

Primary School Principals 

On 25 September 2015 the New Zealand Educational Institute Te Riu Roa confirmed the details of a notice to the Ministry of Education that it intends to seek a collective agreement covering principals who are employed in primary schools (including normal schools, model schools, and intermediate schools); composite schools (other than area schools); special schools; and any such school that is also established as a kura kaupapa Māori or that has any additional designation or status under the Education Acts 1964 and 1989.

For the purposes of this notice, “employer” means every board of trustees (or commissioner as appropriate) of a state or state integrated school listed above, as defined in the Education Act 1989.

The intended parties to the collective agreement will be the New Zealand Educational Institute Te Riu Roa and the Secretary for Education acting under delegation from the State Services Commissioner issued in accordance with the State Sector Act 1988.  The agreement sought will bind all employers and all members of the New Zealand Educational Institute Te Riu Roa coming within the proposed coverage of the collective agreement as outlined above.

Nick Kyrke-Smith, Senior Manager Industrial Relations
Education Workforce, Student Achievement Group

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