2014 annual report - tekura.school.nz · kura has worked closely with big picture education...

2014 Annual Report

Te Aho o Te Kura Pounamu | 2014 Annual Report I

Welcome

Te Aho o Te Kura Pounamu

11 Portland Crescent, Thorndon, Wellington, New Zealand

Private Bag 39992, Wellington Mail Centre, Lower Hutt 5045, New Zealand

Telephone: 0800 65 99 88

www.tekura.school.nz

Te Aho o Te Kura Pounamu | 2014 Annual Report II

Key Points 2014 1. Te Kura in the education sector In March Te Kura co-hosted delegates from New Zealand, Australia and overseas at a conference on authentic learning. Keynote speakers included Hon Hekia Parata the Minister of Education; co-founder of Big Picture Learning Elliot Washor; Director of Big Picture Education Australia Viv White and Te Kura Chief Executive Mike Hollings. In recent years Te Kura has worked closely with Big Picture Education Australia and Big Picture Learning USA to offer the benefits of authentic learning to our students, as well as sharing our knowledge of authentic learning with other New Zealand educators.

Also in March, our CE and Board Chair attended Festival of Education sessions with international ministers of education and New Zealand’s own Minister. It was an opportunity to promote Te Kura as part of the education system in New Zealand alongside the Ministry of Education, the Education Review Office, New Zealand Qualifications Authority, Careers New Zealand and the Teachers Council.

At the end of term three, the Chief Executive and the Development Manager were invited speakers at two international conferences − Big Picture Week, held in The Netherlands; and the Commonwealth of Learning Big Picture Development Workshop in Bangladesh – where they shared Te Kura’s expertise and experience in authentic learning. They also presented to the Innovation Unit in the United Kingdom, which is interested in rolling out Big Picture learning there.

2. Online learning As part of our Online Learning Strategy, in 2014 Te Kura accelerated the move from a predominantly paper-based delivery model to an online one. We put all NCEA course materials onto our Online Teaching and Learning Environment (OTLE) in digital form and began developing new online courses to replace the existing courses for years 9 and 10. This project entailed the development of 13 subject courses at curriculum levels 3‒5 as online modules to be available from the beginning of the 2015 school year. 3. New authentic learning initiative In July 2014 Te Kura began implementation of a four-year initiative with the Ministry of Education to provide face-to-face support for 80 at-risk students referred to Te Kura. The initiative involves a contact person working in partnership with Te Kura’s subject teachers to ensure each student has a learning programme based on their passions and aspirations. Around 20 students are taking part in each of Te Kura’s four regions and are located in Auckland, Palmerston North, Feilding, Hastings, Nelson and Christchurch. 4. Māori student success 2014 was the first full year of implementation of our Māori Student Success Framework (2013‒2018), designed to enable Māori students enrolled with Te Kura to enjoy and achieve education success as Māori. 5. Pasifika Strategy As part of our 2014 work to achieve the goals of our Pasifika Strategy, we instituted an online programme of Pasifika professional development for teachers, and appointed Glen Tuala as our Auckland-based Kaiako Matua (senior teacher) Pasifika Education.

Te Aho o Te Kura Pounamu | 2014 Annual Report III

6. New Board appointments In June 2014 Karen Sewell, Chair of Te Kura’s Board of Trustees, announced the appointment of two new Board members – Stuart Middleton and Lalita Rajasingham – bringing the Board up to its full complement of a chair and up to six members appointed by the Minister of Education. Stuart Middleton is the Director of External Relations at the Manukau Institute of Technology and Lalita Rajasingham is an Adjunct Associate Professor at Victoria University of Wellington’s School of Information Management.

7. Prizegiving An innovation in 2014 was the introduction of regional prizegiving ceremonies for students who had been awarded cross-school and subject prizes. The presence of te reo and a kuia from the community recognised the culture, language and identity of the Māori students and their whānau who attended. The ceremonies were well-attended and provided an opportunity for students and their whānau to meet their teachers as well as other students in their region.

Te Aho o Te Kura Pounamu | 2014 Annual Report IV

Ngā Kaupapa Matua 2014

1. Te Kura me te whai i te mātauranga I te Poutū-te-rangi ko Te Kura tētahi o ngā kaimanaaki i ngā māngai o Aotearoa, Ahitereiria me tāwāhi i te hui kaupapa ako tūturu. I waenga i ngā kaikauwhau matua ko te Minita Mātauranga a Hēkia Parata; ko tētahi o ngā pou matua o Big Picture Learning a Elliot Washor; Te Ringa Whakahaere o Big Picture Education Australia a Viv White me te Amorangi o Te Kura a Mike Hollings. I roto i ngā tau tata nei i te mahi tahi a Te Kura, a Big Picture Education Australia me Big Picture Learning USA kia whiwhi ā tātou tauira ki ngā hua o te kaupapa ako tūturu, me te toha hoki i ō tātou mōhiotanga ki te kaupapa ako tūturu ki ētahi atu kaiako i Aotearoa nei.

I te Poutū-te-rangi anō hoki, tērā tō tātou Amorangi me te Heamana o te Poari i haere ki te Ahurei o te Mātauranga ā ngā Minita Mātauranga o te ao whānui me tō tātou ake Minita Mātauranga o Aotearoa nei. He mea i āhei ai te whakapiki i Te Kura hei wāhanga tūturu tonu o te pūnaha mātauranga o Aoteroa i te taha mai o te Tāhuhu o te Mātauranga, te Tari Arotake Mātauranga, te Mana Tohu Mātauranga o Aotearoa, Rapuara Aotearoa, me te Kaunihera Kura Māhita.

I te mutunga o te wāhanga tuatoru o te tau kura kua hipa, ka pōhiritia te Amorangi me te Kaiwhakahaere Whanaketanga hei kaikauwhau ki ngā hui e rua i tāwāhi – ki te Wiki Big Picture, i tū ki Hōrana; me te Papamahi Whakawhanake a te Commonwealth of Learning Big Picture i Penekāri – i horahia ai e rāua ngā rokohanga me ngā wheako o Te Kura e pā ana ki te kaupapa ako tūturu. I taki whakaatū hoki rāua ki Te Tari Auaha i Piritana Nui, e whaiwhakaaro mai rā ki te hora i te kauapapa ako tūturu ki reira.

2. Te ako i runga i te Ipurangi Nā te mea he wāhanga ia o tā tātou Rautaki Ako i runga i te Ipurangi, i te tau 2014 ka whakahohoro Te Kura kia kawea te nuinga o ana mahi ā-pepa o mua ki runga kē i te ipirangi. Ka purua ā tātou rauemi akoranga NCEA katoa ki te ipurangi i runga i a OTLE, (te Online Teaching and Learning Environment) tōna āhua pūhiko, kātahi ka tīmata ki te waihanga akoranga hōu ki te ipurangi hei whakakapi i ngā akoranga mō ngā tau akonga tau tuaiwa, tau tuangahuru hoki. Ko te arohanga o tēnei kaupapa he waihanga ki a 13 tikanga akonga kia eke ki ngā paerewa 3‒5 o te marautanga hei kōeke ako i runga i te ipurangi mai i te tīmatatanga o te tau kura hōu 2015. 3. He tīmatanga kaupapa akonga tūturu hōu I te marama o Hōngongoi 2014 ka tīmata te whakakaupapa a Te Kura me te Tāhuhu o te Mātauranga i tētahi whāinga ā-whā-tau nei ki te tautoko ā-kanohi i te 80 tauira te tūpono taka ki te raru i tohia ki raro i te maru o Te Kura. Ko tā te tikanga nei he whakarite takawaenga hei mahi tahi me ngā kaiako a Te Kura kia āhei ai te whiwhi o ia tauira ki tētahi hōtaka ako me whakaraupapa i runga i ōna aurere me ōna tūmanako ake. He 20 pea ngā tauira te whai wāhi mai i ngā rohe e whā o Te Kura te noho mai ra i Tāmaki Makaurau, Te Papaioea, Aorangi, Heretaunga, Whakatū me Ōtautahi.

Te Aho o Te Kura Pounamu | 2014 Annual Report V

4. Ngā angitū o ngā tauira Māori Ko te tau 2014 te wā tuatahi i whakairihia ai te Angitūtanga o ngā Tauira Māori ki runga i tā mātou raupapa (2013-2018), e kitea ai ngā tauira i uru ki Te Kura i ngā painga me ngā hua o te mātauranga ka whiwhi te Māori. 5. Te Rautaki Pasifika He wāhanga o ā tātou mahi i te tau 2014 kia ekeina ngā whāinga o tā tātou Rautaki Pasifika, i tīmatahia e tātou i te ipurangi he hōtaka whakapiki pūkenga kaiako Pasifika, ka whakatūria hei a Glen Tuala tā tātou Kaiako Matua Mātauranga Pasifika ki Tāmaki Makaurau.

6. Ngā whakatūnga mema hōu ki te Poari I te Pipiri 2014, nā Karen Sewell, Heamana o te Poari Kaitiaki o Te Kura i whakapuaki te tohinga o ngā mema hōu e rua ki te Poari – ko Stuart Middleton rāua ko Lalita Rajasingham – kia eke ai te Poari ki tōna rahi o te heamana me ngā mema tokoono e tohia e te Minita Mātauranga. Ko Stuart Middleton te Kaitaki i ngā Take Whakawhanaunga ā-Waho o te Kura Takiura o Manukau, ko Lalita Rajasingham he Ahorangi Kairīwhi nō te Kura Tokonga Kōrero o te Whanganui-a-Tara i te Wānanga o Wikitōria.

7. Te tuku whakamānawa He whāinga hōu mō te tau 2014 te whakaaranga o ngā whakahaere tuku whakamānawa i ngā rohe mō ngā tauira i whakawhiwhia ki ngā tohu ā-kura, ā-kaupapa ako hoki. Ko te whai wāhi o te reo me te kuia nō te kāinga ki ngā whakaritenga i whai mana ai ngā tikanga ā-iwi, te reo me te mōhio o aua tauira me ō rātou whānau i tae mai ki tō rātou takenga mai. He rahi tonu i rauika atu ki ngā whakahaere i āhei ai ngā tauira me ō rātou whānau ki te tūtaki ki ō rātou kaiako me ētahi atu hoki o ngā tauira o tō rātou rohe.

Te Aho o Te Kura Pounamu | 2014 Annual Report 1

Contents 1 Chair’s Report 2 Te Kupu a te Heamana 2 Chief Executive’s Report 4 Te Kupu a te Kaihautu 3 Governance 6 Te Poari Whakahaere 4 Our students and community 7

Ā Mātou Ākonga, Tō Mātou Hapori

5 2014 Activities 12 Ngā Mahi a 2014 6 Strategic Context 16 Te Horopaki Rautaki 7 Māori student success 18

Ngā angitū o ngā tauira Māori

8 Statement of Service Performance 21 Te Tauaki Whakatutukitanga Ratonga 9 Achievements 24 Ngā Mahi Kua Oti 10 Financial Statements 41 Ngā Purongo Putea


1 Chair’s Report

Te Kupu a te Heamana

I am pleased to present the 2014 annual report for Te Aho o Te Kura Pounamu. In 2014 Te Kura launched several initiatives which will see a fundamental shift in the way the school provides teaching and learning for each of its students, particularly those in years 9 to 13 (the largest area of the school). As part of the school’s online learning strategy, in February 2014 work began on a two-year programme to develop 13 new online courses at curriculum levels 3−5 (years 9 and 10), to replace print-based courses developed during the 1990s. This is a significant programme of work to ensure Te Kura students acquire the digital literacy skills they will need to be successful citizens of the 21st century. Learning online enables students to build their skills and knowledge using the wealth of resources available online, under the guidance of their teachers. For students learning at a distance, online tools enable them to bridge the physical distances between them, to collaborate and share ideas. In March the Minister of Education Hon Hekia Parata, announced funding for a four-year initiative to provide face-to-face support for at-risk students enrolled with Te Kura. The additional funding will enable 80 Te Kura students to benefit from face-to-face support in their community and an individualised learning programme based on Te Kura’s authentic learning approach. We have seen improved educational outcomes for students when they are well-supported and have a learning programme that engages their interest in an authentic, real life context. Following a comprehensive planning phase involving both Te Kura and the Ministry of Education, the first advisories started at the beginning of term 3. Staff based in the regions and in Wellington are working with community partners and whānau to support the students, who regularly attend advisories, maintain a learning journal and participate in authentic learning activities including exhibitions, work placements and learning internships. In its role as a leader of Big Picture-style authentic learning in New Zealand, Te Kura co-hosted delegates from New Zealand, Australia and overseas at a conference on authentic learning, held in March. Keynote speakers included the Minister of Education Hon Hekia Parata; co-founder of Big Picture Learning Elliot Washor; Director of Big Picture Education Australia Viv White and Te Kura Chief Executive Mike Hollings. Te Kura has been working closely with Big Picture Education Australia and Big Picture Learning USA over the past three years to offer the benefits of authentic learning to our students, as well as sharing our knowledge of authentic learning with other New Zealand educators. Later in the year the school’s Chief Executive and Development Manager were invited to share our expertise and experience in authentic learning at two international conferences − Big Picture Week, held in The Netherlands; and the Commonwealth of Learning Big Picture Development Workshop in Bangladesh. They also presented to the Innovation Unit in the United Kingdom, which is interested in rolling out Big Picture learning there.

We were delighted to welcome two new members to the Board in May: Lalita Rajasingham and Stuart Middleton. Lalita is an Adjunct Associate Professor at Victoria University of Wellington’s School of Information Management. Her research and teaching in the application of information technology such as the internet, virtual reality/HyperReality and artificial intelligence to human communication has helped set future directions in education and introduced the concepts of virtual classes, HyperClasses, virtual universities, and virtual


learning on the internet. Following many years as a school principal, Stuart is now the Director of External Relations at the Manukau Institute of Technology, a member of the Ministerial Cross Sector Forum on Raising Achievement and the Youth Guarantee Advisory Group. In 2010 Stuart was made an Officer of the New Zealand Order of Merit for services to education. We are extremely privileged to have Lalita and Stuart on our Board. Te Kura has a long history of contributing to the New Zealand education system through the provision of high quality distance education which complements the face-to-face schooling sector. Since the school was established in 1922 we have changed and evolved to meet the needs of students for whom ‘distance’ does not refer to geographical location. We look forward to continuing this work and to ongoing collaboration with our educational and community partners throughout the country.

Karen Sewell QSO


2 Chief Executive’s Report

Te Kupu a te Kaihautu In 2014 significant progress was made in advancing our online and authentic learning strategies. A review of curriculum development and delivery, carried out in 2013, led to the establishment of a new position to provide strong pedagogical leadership and cement our focus on online delivery within an Education 3.0 context. In June we appointed Marg McLeod to the role of Deputy Chief Executive Ako. Marg is highly experienced educator with a passion for online learning. Since taking up the role she led the development of a comprehensive programme of professional learning for Te Kura staff and assumed oversight of the work to develop new online courses at curriculum levels 3−5. The new courses are being written by Te Kura teachers who are expert in the delivery of learning programmes at a distance. Teachers have embraced the opportunities offered through the use of online tools to create innovative, engaging resources that utilise a variety of interactive resources as well as video, audio and animation. Five modules in each of the new courses were completed and ready for students to begin their online programme at the start of the 2015 school year. The remaining modules will be completed during 2015. A key element of our online learning strategy is ensuring students have access to suitable devices and internet connectivity. In preparation for the new courses, Te Kura established partnerships with local providers to assist families who do not have sufficient access to a suitable device or connectivity. At the time of writing, we have provided more than 40 laptop computers and broadband subsidies to full-time students enrolled in a year 9 or 10 programme. As part of our strategy, digitised versions of booklets for students in years 11 to 13 studying towards a National Certificate in Educational Achievement (NCEA) were made available through the school’s Online Teaching and Learning Environment (OTLE). This meant that schools, and students living overseas, could access all of their learning materials through the OTLE enabling students to start their course as soon as their application for enrolment was approved. Throughout this process we kept in close contact with organisations that register or enrol students with us − particularly alternative education providers, schools and the Department of Corrections − to support a smooth transition to online learning for those students. At the same time, we automated the registration process for students registered under the secondary dual gateways, significantly reducing the time it takes to register these students and speeding up the enrolment process for all other student types as a result. The announcement by the Minister of Education of additional funding for 80 at-risk students enabled the establishment of new authentic learning advisories in each of the four regions. At the same time, we have continued to develop partnerships in other communities to set up advisories and give greater support to students, particularly those who have been disengaged from learning. Maui Tū is an example of such a partnership, with the Ministry of Education, Te Waiariki Purea Trust and Te Kura working together to re-engage Rotorua youth who have been out of school, using our authentic learning approach. We have also extended our partnerships with polytechnics and private training establishments to offer Te Kura students a wide range of opportunities through our trades academy, Huarahi.


In a first for Te Kura, we held four regional prize giving ceremonies at the end of term 4 rather than a single ceremony in Wellington. This meant that many more students were able to go to their region’s prize giving with their whānau. The ceremonies were very well attended and also provided an opportunity to showcase student artwork and performances.

Mike Hollings Chief Executive


3 Governance Te Poari Whakahaere Te Kura is governed by a Board of Trustees, the composition of which is determined by the Minister of Education in accordance with section 95 of the Education Act 1989. The constitution of Te Kura’s Board is gazetted. The Board is supported by the Risk Assurance Committee and the Employer Committee, which between them deal with much of the detailed work prior to consideration by the Board. The following table details the term of office for trustees who served on the Board during 2014:

Name Term expires Karen Sewell (Chair) – appointed September 2012 September 2015 Paul Adams – appointed September 2012 September 2015 Gillian Heald – appointed September 2012 September 2015 Maxine Moana-Tuwhangai – appointed June 2012 June 2015 John Sproat – appointed June 2012 June 2015 Stuart Middleton – appointed May 2014 May 2017 Lalita Rajasingham – appointed May 2014 May 2017

The Board is supported by the following two committees:

Risk Assurance Committee

Maxine Moana-Tuwhangai (Chair)

Paul Adams

John Sproat

Karen Sewell

Employer Committee

Gillian Heald (Chair)

Stuart Middleton

Lalita Rajasingham

Karen Sewell


4 Our students and community Ā Mātou Ākonga, Tō Mātou Hapori Te Kura was established as the Correspondence School in 1922 to provide primary level education for 83 students living in remote areas. Expansion in 1929 allowed the extension of services to secondary students. Since then, the school has grown and developed to meet changing demands as our role in the national education system has evolved over time.

Our cumulative roll in 2014 was 24,500 with around 13,000 students enrolled at any one time. While most are of secondary school age, our students range from pre-schoolers to senior citizens and live in all regions of New Zealand and overseas. While still a Wellington-based organisation, Te Kura has regional offices staffed by teachers in Auckland, Hamilton, Christchurch and an increasing number of smaller centres.

Te Kura is New Zealand’s largest provider of distance education in the early childhood and compulsory education sectors, providing educational services to early childhood, primary and secondary level students for whom we are the best current option, as well as supplementary services to students already enrolled in other New Zealand primary and secondary schools. Our services are also available to adults accessing second-chance education. In certain circumstances, students may be enrolled on a fee-paying basis.

Enrolment type 2014 Student cumulative enrolments*

Enrolment category

Early childhood 828 Full-time

Year 1-6 528 Full-time

344 Dual

14 Other


3629 Dual

33 Other


7502 Dual

162 Other

Adults 3963 Including 1825 Dept of Corrections adult enrolments

Young Adults 4865

Total 24533 *These figures represent cumulative enrolments throughout 2014, not a count of students.

Our full-time students (i.e. where we are their only school) may come from families who are geographically remote or itinerant, or living overseas. The larger proportion, however, consists of students whose alienation is the result of complex social circumstances or psychological problems. They may have been alienated or excluded from their face-to-face school or referred to Te Kura by the Ministry of Education because they have psychological or psycho-social needs. They may be young parents, or students who have been referred by Child, Youth and Family. These students make up 26% of our full-time roll at years 1 to 8 and 60% at years 9 to 13.


Te Kura has a sizeable Māori community, with Māori students comprising 28% of full-time enrolments at years 1-8 and 38% at years 9-13. We recognise the need to engage, develop and support Māori learners to be successful and to do so in ways that support their identity as Māori. Our Māori Student Success Framework 2013 – 2018 is designed to enable Māori students enrolled with Te Kura to enjoy and achieve education success as Māori. Among a wide range of other ethnic groups, our roll includes a number of Pasifika students. As the largest school in New Zealand with a presence throughout the country, we believe we have a significant role to play in reaching Pasifika students, their families and communities to help deliver better results for Pasifika students. We work with students, their whānau and community to provide effective teaching and personalised learning to enhance student engagement and achievement. To do this we have focused on building and strengthening partnerships with our students’ families, communities and other agencies throughout New Zealand to help build readily accessible support for our students’ learning. Providing authentic learning experiences that build on students’ passions and goals is a key element of our approach to teaching and learning. Our authentic learning approach is inspired by the international Big Picture learning model, and sees our skilled learning advisors and liaison teachers working closely with students and whānau to identify each student’s passions and goals, and then personalising a programme of learning to enable the student to reach those goals. Each student’s programme is likely to include real life learning experiences such as STAR courses, a Gateway placement, enrolment in a trades academy or internship in their community. Students also have the opportunity to participate in advisories, led by Te Kura staff, where they can work collaboratively with other students. Our roll includes a large number of publicly-funded young adult enrolments. Our Enrolment Policy agreed with the Ministry of Education allows students aged 16 or over who are not attending a school full-time to enrol at Te Kura up to and including the end of the year in which they turn 19. Where possible, young adult students who are enrolled with us in two or more subjects are allocated their own learning advisor for ongoing pastoral support. Te Kura also has a substantial number of dual-registered students from primary and secondary schools, who come to us for curriculum access, adaptation or extension. Through these registrations the school has developed solid working partnerships with most of the country’s primary and secondary schools and regional health schools. Each of these partnerships is based on a Service Level Agreement (SLA) that formalises each party’s responsibilities for the student’s education. While early childhood enrolments encompass a diversity of lifestyle, socio-economic and ethnic backgrounds, they continue to be drawn mainly from rural areas. Most of these students go on to attend their local primary school. However, in 2014 the demographic of Te Kura’s Early Childhood service changed as a number of community agencies were contracted by the Ministry of Education to encourage families to enrol children in early childhood education services. Under this Engaging Priority Families (EPF) initiative we offered a programme to children in urban areas who, for a variety of reasons, have not enrolled with a face-to-face early childhood education provider. The geographical location of the playgroups Te Kura supports also changed in 2014. We now support nine playgroups operating in West Auckland.


Our Early Childhood teachers have this year become learning advisors to Te Kura’s adult students, contacting them to see what assistance could be offered to help keep them engaged with their study. This innovation has provided Early Childhood teachers the opportunity to use their skills in a different context. Years 11‒13 enrolments included many young adults of 16 or over who have left the schooling system but have since chosen to return to school to gain specific credits or qualifications. Like our adult students, they typically enrolled at Te Kura in 2014 to gain specific credits, skills or qualifications.

Funding and enrolment Te Kura is funded by the Ministry of Education in accordance with section 81A of the Education Act 1989. Funding is based on student engagement. The resourcing notice from the Ministry of Education stipulates the funding to be provided to the school. The enrolment of students is governed by sections 7 and 7A of the Education Act 1989 which describe restrictions on enrolment and access to government-funded education. The enrolment policy is agreed annually between the Ministry of Education and the Board of Trustees and is published by Gazette notice. Students who meet the policy criteria may enrol as government-funded students. In certain circumstances, students may be enrolled on a fee-paying basis.

Organisational structure Te Kura is organised into three wāhanga (areas) – Learner Services, Operations and Performance, and the Chief Executive’s office. The Chief Executive and the Board are supported by the Chief Advisor. Learner Services is responsible for the school’s teaching and learning, curriculum leadership and development and has school-wide responsibility for the assessment of years 1 to 13 students and for leading, developing and coordinating online learning. Integral to the work of this wāhanga is the position of Senior Advisor Māori Education. Learner Services also provides in-region pastoral support through regional, cross-disciplinary teams – Northern, Central North, Central South and Southern. Teachers work in multidisciplinary teams to promote better understanding and engagement with students, creating an environment conducive to improved student achievement. Learner Services’ responsibilities also include early childhood teaching and learning. Operations and Performance provides the school’s corporate support structure. Its functions include enrolment services, procurement, facilities management, finance, human resources, information resources, the library, media and distribution services, and organisational performance, planning and reporting. The Chief Executive’s office provides advice and support to the Chief Executive (CE), the Board of Trustees and the Senior Leadership Team (SLT). This wāhanga is made up of the Chief Advisor to the CE and the Communications Specialist. SLT has responsibility for the overall leadership and strategic direction of Te Kura, and comprises the Chief Executive, Deputy Chief Executive Ako, Deputy Chief Executive Operations and Performance, and the Chief Advisor.


The school’s Lead team comprises SLT, the Development Manager, the four regional managers, a management representative from the Operations and Performance Wāhanga and the Communications Specialist. Each senior manager has accountability for specific areas of activity, management of resources and leadership of people and projects. During 2014 Te Kura employed around 470 staff members, the equivalent of approximately 431 full-timers. In addition, we employ 129 teacher aides. Around 35% of staff are based in regional offices outside Wellington. Our management structure is detailed in the diagram below.

Equal Employment Opportunities (EEO) programme The school reports annually to the Board of Trustees on its EEO programme, providing a snapshot of Te Kura’s staff, with information on their gender, age and ethnicity at the end of each calendar year. This ongoing reporting supports identification of trends and appropriate responses. The report excludes data on teacher aides, relief teachers, temporary employees and contractors. Such staff are generally employed for very short periods of time and including their data would disproportionately affect the information presented. The total number of permanent and fixed term staff at the end of 2014 is 472. The average age of Te Kura teachers is 55, and 47 for our support staff. The average age of the Te Kura workforce has increased by one year, to 53, with the median age also increasing by one year to 56 years. The gender mix of all Te Kura’s employees, at 72% female and 28% male, is little changed from that of 2013 and is in line with that of other New Zealand schools. Te Kura does not currently require employees to provide ethnicity information and therefore staff ethnicity data included in the report is based on information relating to the 78% of current permanent and fixed term staff who reported their ethnicity. Around 7% of them are recorded as Māori, one percent more than in 2013. The ethnic diversity of Te Kura employees is a reasonable match with the general New Zealand workforce, although all the minority groups are slightly underrepresented.


Location and regional services The school’s Wellington operations are housed at its Portland Crescent site in Thorndon, with a complex inventory, distribution and delivery system for student learning materials managed from the school’s warehouse in Petone, Lower Hutt.

Te Kura is also represented in regional offices in Auckland, Christchurch and Hamilton, which provide a base for the region’s local liaison teachers and a number of subject teachers, while in-region offices in locations such as Whangarei, Tauranga, Palmerston North and Nelson support local activity and connections in their communities. The regional managers for Northern and Central North are also based in the regional offices. Regional managers are key contacts for stakeholders in the regions. To support our full-time students they work with communities, non-government and government agencies, and lead the development of new relationships in the region. Regional Reference Groups provide a forum for all our stakeholders to hear about what is happening at their school and to provide their own feedback. Relationship coordinators in each region work with dual-education providers to support the learning of dual-registered students.


5 2014 Activities Ngā Mahi a 2014

Te Kura’s trades academy Te Kura’s Huarahi Trades Academy, in operation since September 2012, provides an opportunity for senior secondary students to complete NCEA Level 2 through Te Kura and, through access to our Trades Academy partners, to gain relevant industry standards towards NCEA Levels 1, 2 or above, in a vocational pathway. Te Kura seeks to provide secondary/tertiary support through Huarahi for our students, wherever they are in New Zealand. To this end, where there is a need from one or more of our students we continue to develop relationships with providers. In 2014 through the arrangements we made with a number of providers we were able to expand the range of programmes, some of which lead to national certificates, which students could work towards. This saw Huarahi offering our trades academy students a diverse range of programmes including agriculture, aviation, building, construction and allied trades, early childhood, electronics technology, engineering (automotive, electrical, mechanical), hair and beauty, hospitality, joinery, primary industries, retail, and trades technology.

In 2014 Huarahi had 14 partners, a significant shift from the one partner we began with, and we filled our allocated 100 student places and 73 funded Gateway placements.

Pasifika Strategy As the largest school in New Zealand with a presence throughout the country, we believe we have a significant role to play in reaching Pasifika students, their families and communities to help deliver better results for Pasifika students. Te Kura's revised Pasifika Strategy has been in place since July 2014. In the Ministry of Education’s Statement of Intent 2014 ‒ 2018 Pasifika students are identified as a priority group whose presence, engagement and achievement in education need to be improved. The Pasifika Education Plan 2013 ‒ 2017 is the Government’s response to accelerating the progress of Pasifika learners. Te Kura’s Pasifika Strategy reflects the Ministry’s Statement of Intent and aligns with the relevant focus areas of the Ministry’s Pasifika Education Plan.

Our Pasifika Strategy has a focus on building relationships with Pasifika families and communities, as well as building the capacity of Te Kura staff to meet the needs of these learners. To achieve these goals, in 2014 we appointed a Kaiako Matua (senior teacher) Pasifika Education, Glen Tuala, based in Auckland, and instituted an online programme of Pasifika professional development for Te Kura’s teachers.

During 2014 Te Kura enrolled 1113 Pasifika students: 17 in early childhood, 82 full-time, 170 young adults, 235 adults, 33 primary dual-registered, 565 secondary dual-registered and 11 others.

Authentic learning Our authentic learning strategy is based on the Big Picture learning approach, and Te Kura has a close relationship with the founders of Big Picture Australia and Big Picture Learning in the United States. Te Kura Chief Executive Mike Hollings and Development Manager Jen McCutcheon are on the Board of Big Picture Education New Zealand, which was established as a trust in 2012 and is a member of the Big Picture International network of educators.


The Big Picture approach has the following characteristics:

one student at a time in a community of learners

learning based on each student’s passions and interests

curriculum relevant to each student; personalised flexible learning to support

interest

real-life learning in the community within the student’s own context

students working together in small groups or ‘advisories’, supported by a learning

advisor.

During 2014 Te Kura has continued to work with other schools and providers who want to incorporate Big Picture-style authentic learning into their teaching practice. By supporting such schools and passing on expertise in this style of authentic learning, Te Kura is helping the growth of practices closely aligned with 21st century education aspirations. In March 2014 we hosted an international Big Picture Learning Conference which was oversubscribed due to the interest shown by schools from around New Zealand and participants from schools in Australia, Malaysia and the USA. This conference, and other work within New Zealand schools, has led to requests from schools for more in-depth professional learning opportunities, which we will be providing from early 2015. Over the course of 2014 authentic learning as a strategy became further embedded into practice at Te Kura. Staff have been involved in advisories around the country, with learning advisors focusing on student passions and interests leading to personalised programmes which include increased participation in secondary-tertiary opportunities. New authentic learning initiative Working with the Ministry of Education, in July 2014 Te Kura began implementation of a four-year initiative to provide face-to-face support for 80 at-risk students referred to Te Kura. Where students have been disengaged from education for an extended period before enrolling with Te Kura, it has been shown to be difficult to re-engage them using distance education alone. The programme aims to provide face-to-face support for these students in their community, providing them with a contact person with whom they and their whānau can build a continuous relationship. The initiative involves that person working in partnership with Te Kura’s subject teachers to ensure each student has a learning programme based on their passions and aspirations. A number of locations are involved in this initiative, including Auckland, Palmerston North, Feilding, Hastings, Nelson and Christchurch. Approximately 20 students are taking part in each of Te Kura’s four regions. Although distance education might not seem suited to students who have been disengaged from learning, we know that some of these students do very well at Te Kura. By working one-to-one with students who have struggled to succeed in a classroom environment this initiative will include development of a highly personalised programme which, combined with good support at home and in the community, will greatly assist students to achieve.

Online learning As part of our Online Learning Strategy, in 2014 Te Kura accelerated its move from a predominantly paper-based delivery model to an online one. We put all NCEA course materials onto our Online Teaching and Learning Environment (OTLE) in digital form and began developing new online courses to replace the existing courses for years 9 and 10. This project entailed the development of 13 subject courses at curriculum levels 3−5 as online


modules to be available progressively from the beginning of the 2015 school year. The courses include a mix of text and other online resources like quizzes, games, audio and video files as well as practical activities for students to complete offline. OTLE is a very student-focused learning management system. It provides a learning experience which is designed to be personalised and responsive to each individual student. The new online courses have been developed to maximise opportunities for personalisation so that each student’s learning programme meets their needs. For some of the new courses (including maths and English) the first activity students complete is a diagnostic that enables their Te Kura teacher to determine the level the student is working at and choose the most appropriate modules for them to focus on. In 2014 dual students registered for Te Kura’s NCEA Level 2 and 3 courses accessed their learning materials in through the OTLE. As a transition phase, NCEA Level 1 dual students (apart from those registered in our fully online courses) accessed their first work through the OTLE, with the option to request printed workbooks following return of their first assessment. Students enrolled in fully online courses such as art, te reo Māori and digital technology continued to complete and submit their work online through the OTLE. Surveys conducted by Te Kura have shown that many of our students have some access to a computer and the internet. However, mindful of our obligation to ensure none of our students is left behind, in 2014 we established a programme to offer assistance to eligible New Zealand-resident families whose full-time year 9 and 10 students were enrolling in Te Ara Hou and/or one of the new online courses in 2015. Eligible families are able to apply for access to a re-conditioned laptop computer and/or a subsidy towards the cost of internet connectivity across the school year. In addition, Te Kura worked closely with Computers in Homes to refine their bricks and mortar school-based access pathways so its assistance programme is suitable for families of Te Kura students.

Te Kura values During 2014, Te Kura staff participated in workshops to consider the values that underpin the organisation. Workshop discussion and feedback culminated in identification of five succinct values with a stronger focus on students, which we articulate like this ‒ At Te Kura we demonstrate by our actions that we:

put the success of our students at the forefront of everything we do respect each other, students, their whānau and our partner organisations see strength in diversity celebrate innovation and success communicate openly and honestly.

External stakeholders were given the opportunity to have input to the proposed values as part of consultation on the draft Charter and Annual Plan 2015. Further discussion on embedding the values and what they mean for Te Kura staff and stakeholders will occur during 2015.

Te Kura in the education sector In March 2014, Te Kura was invited to take part in the Festival of Education. Our CE and Board Chair attended sessions with international ministers of education and New Zealand’s own Minister. Our involvement in the Festival included hosting a stall at the Wellington Festival, highlighting in particular our Early Childhood service and our focus on authentic


learning. We were represented on the Education Agencies’ combined stall at the Auckland and Christchurch Festivals. Te Kura was also represented at the Education System Stewardship Forum senior management retreat in August. Senior officials from across the wider education sector agencies discussed a range of topics that offer the potential for joint development and a commitment was made to scope the work on each of four topics and report back to Chief Executives. One of those topics ‒ a 10-year vision for education ‒ went on to become a workstream jointly led by the Ministry of Education and Te Kura.


6 Strategic context Te Horopaki Rautaki

Our strategic direction 2014 has been the second year of our Strategic Plan, guiding Te Kura through to 2018. The strategic plan highlights the specific areas where our efforts will be focused over a five year period. This annual report reflects our 2014 charter and annual plan. Te Kura’s contribution to the education sector in 2014 has echoed the Ministry of Education’s future priorities for the sector, as expressed in the Ministry’s Statement of Intent 2013 ‒ 2018. These priorities are aimed at ensuring the education system delivers on the Government’s key goals for better public services which in turn will deliver improved outcomes for all New Zealanders and build a more competitive and productive economy. Te Kura’s strategic goals and priorities fit within and align to these Ministry priorities. To achieve these key government goals, the Ministry set targets for the education sector with the learner as the central focus, starting with increased participation in high-quality early childhood education, continuing through to attainment of core skills and qualifications. It identified the key priority groups for improved education outcomes as being Māori students, Pasifika students, students with special education needs and students from low socio-economic backgrounds. The key themes in our Strategic Plan 2013 – 2018 support the Ministry’s education sector targets described above. These themes are personalising learning, and a focus on future-oriented learning and teaching and the embracing of Education 3.0 – a concept which describes the transformation necessary to enable the current system of education, developed in the age of industrialisation, to meet the evolving and dynamic challenges of the 21st century. Te Kura’s strategic direction remains centred on three overarching and integrated strategic goals, which are the focus of everything we do, within the context of teaching and learning as core delivery for the school:

Student Presence => Student Engagement => Student Achievement Over the period 2013 to 2018 we are focusing on three strategic priorities:

Online learning

Improving education outcomes for Māori and Pasifika students and other priority groups

Authentic and engaging learning experiences. These priorities are the key changes we want to make towards achieving our vision and moving into an Education 3.0 model of teaching and learning for our students. Some of the key characteristics of this model are a transfer of ownership from teachers to students, authentic learning and collaborative learning techniques. Education 3.0 is a future-oriented learning system in which family and whānau view schools as a place for them to learn as well.


The key priorities are supported by three enabling strategies which are the means we employ across the school to support and enable achievement of goals and priorities and our core delivery of teaching and learning. These encompass every aspect of the school’s operations and typically contribute to more than one of our strategic priorities. Underpinning our five-year strategy are three capability improvement initiatives designed to ensure that resources, tools and systems are fit for purpose and focused on achieving our goals.


7 Māori student success Ngā angitū o ngā tauira Māori

Māori Student Success Framework (2013‒2018) 2014 was the first full year of implementation of our Māori Student Success Framework (2013‒2018), designed to enable Māori students enrolled with Te Kura to enjoy and achieve education success as Māori. The Framework follows four principles, based on Ka Hikitia 2013‒2017:

Māori potential

Ako – a two-way teaching and learning process

Identity, language and culture count

Productive partnerships.

Key activities in 2014 In 2014, we identified six school-wide actions. The work we carried out in support of them is as follows:

Capture and reflect Māori student voice across all Te Kura services to Māori students

As part of our 2014‒2015 Student Voice project, we began a methodology and analysis of Māori student feedback, based on He Kākano models and survey and video capture, with the intention of developing a plan for capturing Māori student voice more widely.

As part of annual planning, teams collected data on Māori students, to increase the visibility of Māori students and encourage tailored responses to the situations and learning programmes of Māori students.

The Northern region created video resources of Māori student experiences.

Design and implement a pedagogy for improving outcomes for Māori students enrolled at Te Kura

Across Te Kura, teams established dedicated times to share practice and strategies for working with Māori students. Following some such sessions, teachers collaborated with buddies in regions to work more effectively with Māori students.

We sourced external expertise to understand how resources can be prepared and edited in a way that is likely to work best for Māori students.

The Northern region set an indicative target of 65% attendance at face-to-face events, achieving the highest engagement levels in the region’s Tai Tokerau rohe, where there is a large concentration of Māori students.

The Central North region set a target for Māori student engagement, to be demonstrated through advisory attendance.

One region trialled a Māori students-only advisory event. Attendance numbers were reported as increasing from a handful of students to approximately 30 Māori students.

Team plans expressed a range of approaches to working towards this action, such as:

o setting percentage targets for all of their full-time Māori students to attend advisories;

o summarising the team’s plan on the front page to provide an easy reference point and way of keeping the focus on work with Māori students;

o focusing on assessing each Māori student’s programme of learning for suitability.


Staff members’ performance development and achievement plans for 2014 included goals such as competency in working with the Early Childhood Māori curriculum goals and Māori whānau; and developing resources that follow the MSSF principles (having appropriate contexts, student voice and agency).

Build Te Kura staff’s Māori cultural competency

Regional activities included regular surveying of staff self-perceptions of competence in te reo Māori and comfort in tikanga Māori settings; a Te Tiriti o Waitangi workshop organised for staff; and contact made by learning advisors with each Māori student every fortnight.

In addition to widespread staff use of Te Rito, our interactive online platform for learning about te reo Māori, tikanga Māori, communicating with Māori and mātauranga Māori, staff looking for more guidance on pronunciation and usage sought other online resources for their te reo Māori development.

Teams practised greetings/mihi/pepehā at team meetings and organised marae visits.

We mapped Tātaiako competencies against Registered Teacher Criteria competencies.

We aligned teacher job descriptions with Te Kura’s Effective Teacher/Kaiako Profile, and recruited to that profile.

We developed a video resource for recruiting managers regarding the use of tikanga and te reo Māori in interview settings.

Build productive partnerships with iwi, hapū, whānau and Māori organisations to enable Māori student success

A staff working group was set up to develop a shared definition of what ‘productive partnerships’ means for Te Kura.

Memoranda of Understanding were established in our Northern region with Te Aupōuri and Te Rūnanga o Ngāti Whātua. The Central North and Central South regions also put significant time and effort into building a relationship with local iwi.

Team plans included building on relationships with local Māori wardens and a Whānau Ora navigator to promote Māori student engagement.

A kaumātua day was held at Rehua marae, Christchurch.

Work in Hawera to become part of its education services group provided an opportunity to collaborate with Māori wardens and local government agencies.

We worked to strengthen existing relationships with Māori groups such as Heke Mai and Te Aroha Noa who are already operating in early childhood and primary.

Nurture relationships with Māori parents and whānau to ensure Māori students enjoy and achieve education success

As a precursor to establishing a whānau group, Southern region worked to assist Māori students to connect with their iwi and/or a local iwi.

We sourced external expertise to quality assure the te reo Māori course resources for Level 1 NCEA.


Integrate culture, language and identity into Te Kura’s student resources and teaching practice

Team activities included waiata practice, opening meetings with karakia, and reciting a learned mihi ‒ to exemplify a commitment to identity, language and culture. Māori student achievement as a standing item on weekly meeting agenda provided an opportunity to discuss and share practice, and inform each other of relevant research.

Evaluation days and call-back days for Te Kura teachers provided opportunities to socialise the MSSF initially, and to reflect/share practice.

We developed cultural indicators for our teaching and learning resources, together with an evaluation framework for testing the indicators against our new online courses. The Social Studies resources were trialled with Wellington Activity Centre students.

We developed new resources with more Māori content for early childhood students.

We considered copyright issues relating to the use of Māori images.

The Curriculum Team held a writers workshop to promote the reflection of Māori student voice in Te Kura resource development.

The presence of te reo and a kuia from the community at regional prizegiving recognised the culture, language and identity of the Māori students and their whānau who attended.

One learning advisor developed a detailed student education plan for each of their Māori students in their Learning Advisor group. One of those students won the Most Improved Māori Student Award in 2014.

Te Kura’s Māori roll Although the profile of our Māori students is diverse, the majority are based in the Central North and Northern regions. Over 60% of our full-time Māori enrolments (i.e. Te Kura is their only school) are also based in these two regions. In 2014 Te Kura’s roll included:

8384 enrolments of Māori students (34% of all 2014 Te Kura enrolments)

1328 enrolments of Māori students participating in Māori language education.

Enrolment category Maori enrolments in 2014

As proportion of all enrolments in this category

As proportion of total Māori enrolments 2014

Early childhood education 201 24% 2%

Full-time Year 1-6 140 27% 2%

Full-time Year 7-10 388 37% 5%

Full-time Year 11-13 603 37% 7%

Dual Year 1-6 75 22% 1%

Dual Year 7-10 1696 47% 20%

Dual Year 11-13 2462 33% 29%

Adults (incl Dept of Corrections adult enrolments)

1419 (919) 36% (54% of Dept of Corrections Adult enrolments)

17% (11%)

Young adults 1400 29% 17%

Total 8384 34% 100%


8 Statement of Service Performance Te Tauaki Whakatutukitanga Ratonga

The Ministry of Education’s Resourcing Notice defines the resourcing entitlement for Te Kura for each school year and establishes the processes for the school to access this funding.

The resourcing provided is for early childhood, years 1-13, young adult and adult students eligible under the school’s gazetted enrolment policy to receive full government-funded tuition. The required outputs consist of direct service provision for those students.

According to the Resourcing Notice, the services comprise:

Early childhood education

Education services for adult and young adult students

Full-time education services to years 1–13 students

Curriculum services for years 1–13 dual-registered students

Supplementary 0.1/0.2 services for full-time, years 1–13, ORS-verified students

On-payment of the supervisors’ allowance to eligible supervisors of the school’s full-time students.

Te Kura’s report against these targets is presented below.

Outputs Performance targets

Service delivered

1. Early childhood education

Deliver early childhood education to pre-school students

Te Whāriki programmes delivered to: 828 early childhood enrolments, of whom 201 (24%) were Māori.

2. Adult and young adult students

Deliver education services

Programmes offered according to the New Zealand Curriculum Framework and the school curriculum delivered to: 8828 adult enrolments, of whom 4865 (55%) were young adult enrolments, of whom 1400 (29%) were Māori.

3. Years 1–13 full-time education services

Deliver full-time education services to years 1–8 students

Programmes required by the National Education Guidelines, the New Zealand Curriculum Framework and the school curriculum delivered to: 796 full-time enrolments at primary level, of whom 587 (74%) were access enrolments 209 (26%) were referral enrolments 221 (28%) were Māori.

Deliver full-time education services to years 9–13 students

Programmes required by the National Education Guidelines, the New Zealand Curriculum Framework and the school curriculum delivered to: 2397 full-time enrolments at secondary level, of whom 965 (40%) were access enrolments 1432 (60%) were referral enrolments 910 (38%) were Māori.



Service delivered

4. Years 1–13 dual enrolment education services

Deliver dual registration curriculum services to years 1–8 students

Programmes required by the National Education Guidelines, the New Zealand Curriculum Framework and the school curriculum delivered to: 818 enrolments from years 1–8 students enrolled at other primary schools, of whom 232 (28%) were Māori 215 (26%) were gifted and talented 44 (5%) were enrolled to maintain/gain qualifications in te reo Māori. 29 (4%) were enrolled at a Health School 10 (1%) were enrolled for technology courses.

Deliver dual registration curriculum services to years 9–13 students

Programmes required by the National Education Guidelines, the New Zealand Curriculum Framework and the school curriculum delivered to: 10657 enrolments from years 9–13 students enrolled at other secondary schools, of whom 4001 (38%) were Māori 1146 (11%) were enrolled at a Health School 54 (0.5%) were gifted.

5. Years 1-13, 0.1/0.2 ORS supplement

Deliver supplementary 0.1/0.2 services for full-time years 1-13 ORS-verified students

Supplementary services delivered to: 118 ORS-verified students, comprising

81 ORS high needs or ORS extension (0.1)

37 ORS very high needs (0.2). Breakdown of year levels of students: Years 1–8 = 42 Years 9–13 = 62 Years 14+ = 14 (Years 14 and 15 accommodate students who remain on the special education roll until the age of 21.) Access to additional teacher assistance was provided for 85 of these students, and teacher aide support was provided for 77 students.



Service delivered

6. On-payment of the supervisors’ allowance to eligible supervisors of the school’s full-time students

Make on-payments and reconciliations that are correct, to time, and within agreed criteria. Provide to the Ministry a verified student roll and supervisor eligibility return. The June payment can be against a projected roll and eligibility return. The December return must fully reconcile projected and actual results for that school year.

The school paid the supervisors’ allowance to supervisors on behalf of the Ministry.

2014 2013

No. of payments made

Costs ($000)

No. of payments made

Costs ($000)

June 1041 382 1066 389

December 1017 373 1253 458

Sub total 2058 755 2319 847 Payments for 2013 63 23

Total 2121 778 2319 847

Forecast and reports provided to the Ministry as required.


9 Achievements Ngā Mahi Kua Oti National Standards In 2014, there were good improvements in the percentage of students in years 1 to 8 achieving ‘at’ or ‘above’ the National Standard. In reading, there was a 4% increase to 68%, in writing there was a 4% increase to 62%, and in mathematics a 2% increase to 62%.

Ethnicity National Standard 2013 % At/Above 2014 % At/Above Change

All

Reading 64% (333/519) 68% (344/504) +4%

Writing 58% (301/519) 62% (314/503) +4%

Mathematics 60% (306/514) 62% (310/499) +2%

Te Kura has a high proportion of Māori students on the roll and in 2014 we specifically targeted these students for improvement. There were big improvements in the percentages for Māori students ‘at’ or ‘above’ across all three areas. In reading, there was a 10% increase to 58%, in writing there was a 10% increase to 50%, and in mathematics a 5% increase to 47%. It is very pleasing that the rate of improvement for Māori students is significantly higher than the rate for the whole school.

Ethnicity National Standard 2013 % At/Above 2014 % At/Above Change

Māori

Reading 48% (63/130) 58% (80/137) +10%

Writing 40% (53/131) 50% (69/137) +10%

Mathematics 43% (56/131) 47% (65/137) +4%

Although our Māori students made significant gains in 2014 they are still achieving below the level of the whole school and national averages. As a significant and important part of our roll we will continue to focus on Māori student achievement in 2015. Our 2014 results provide evidence that our strategies are working and that we are having some success in increasing the rate of improvement by Māori students relative to the rest of the school. National Certificate of Educational Achievement (NCEA) Our NCEA results for 2014 followed a similar pattern to 2013, with very positive results for the achievement of individual standards, and mixed results for the achievement of NCEA qualifications. This is partly due to the unique nature of Te Kura’s role and the diversity of our student population. Many students who enrol with Te Kura come to us after being out of school for a period of time. It can take a while for these students to get back on track, meaning it may take them more than a year before they have enough credits to gain NCEA Level 1 or 2. In addition, a large number of our adult and young adult students do not enrol


in a full course meaning they do not have the intention or opportunity to complete enough standards to gain an NCEA. Our 2014 results show that we have maintained our participation1 rates across all levels of NCEA while increasing the number of students achieving Level 1 and 2. This reflects the efforts of staff to engage students, especially through attendance at advisories, tutorials and event days. NCEA Standard Achievement Our high rate of NCEA standard achievement continued, with a slight increase in both the number of standards being assessed and the number of standards being passed. The overall pass rate remained at 90%.

Year Roll Results2 Average results Passed results Pass rate

2014 6472 29612 4.6 26641 90%

2013 6493 29303 4.5 26277 90%

Change -21 +309 +0.1 +364 0

NCEA Level 1 Achievement, Year 11‒13 students The participation rate in Level 1 improved slightly compared to 2013 but achievement increased significantly with an extra 53 students achieving the qualification. This is a move from 49% to 58% of participating students. The biggest increase in achievement was among Department of Corrections (DC) students. 65 DC students achieved Level 1, an increase of 46 students from 2013. The achievement rate among participating DC students rose to 49%. The 68% achievement rate for Te Kura’s participating full-time and young adult students was a slight increase from 2013.

Year L1 roll L1 participation Participation % L1 achievement Achievement %

2014 2100 652 31% 375 58%

2013 2161 652 30% 322 49%

Change -61 0 +1% +53 +9%

1 A participating student would have sufficient credits to be able to achieve the qualification by the end of the year in question

if they were to achieve all of the credits for which they are entered and those were added to any credits previously attained. 2 Standards assessed by Te Kura only


NCEA Level 2 Achievement, Year 11‒13 students An additional 41 students participated in Level 2 in 2014, an increase of 3% from 2013. The number of participating students achieving the qualification also rose by 22 although the achievement rate dipped slightly to 58%. The biggest increase in achievement was among Department of Corrections (DC) students. 53 DC students achieved Level 2, an increase of 35 students from 2013. The achievement rate among participating DC students rose to 52%. The achievement rates for Te Kura’s participating full-time and young adult students both declined from 2013, to 69% and 65% respectively.


2014 2505 514 21% 300 58%

2013 2599 473 18% 278 59%

Change -94 +41 +3% +22 -1%

NCEA Level 3 Achievement, Year 11‒13 students Fewer students participated at Level 3 than in 2013 although the participation rate3 stayed largely the same. There was a drop in the number of students achieving Level 3 compared to 2013 and a decrease in the achievement rate from 69% to 63%. This was largely due to new literacy and numeracy requirements coming into effect. However, the achievement rates for Te Kura’s participating full-time and young adult students remained strong, at 80% and 67% respectively.


2014 2894 200 7% 125 63%

2013 3161 264 8% 183 69%

Change -267 -64 -1% -58 -6%

3 The relatively low Level 3 participation rates are due to the inclusion of year 11 and year 12 students of whom we do not

expect participation at Level 3.


Analysis of Variance

Results against the performance measures and standards in the 2014 Charter and Annual Plan are as follows:

Early childhood

Focus: Increase participation in early childhood education

Strategic aim: To extend the delivery of early childhood education into rural and isolated areas.

One of the Ministry’s key goals over the next five years is to increase the percentage of children starting school who have participated in

early childhood education (ECE). With the support of the Ministry, we will extend our ECE programme delivery to include children aged from

3-5 years of age who are not currently attending established early childhood services.

Priority will be given to Māori and Pasifika children supported by the Ministry’s Engaging Priority Families (EPF) or Parents, Families and

Whānau contracts.

Annual aim for 2014: To increase the number of early childhood education enrolments, particularly for Māori learners, Pasifika learners and learners from low

socio-economic backgrounds.

Baseline data for

performance measures,

targets and results for

2014:

The total number of Māori early childhood education enrolments will increase to 230.

(as measured by the total number on the roll for two or more months)

Baseline 2013: 203

Target 2014: 230

Result 2014: 177

Target not achieved

The total number of Pasifika early childhood education enrolments will increase to 40.

(as measured by the total number on the roll for two or more months)

Baseline 2013: 24

Target 2014: 40

Result 2014: 14

Target not achieved


Actions

(what did we do?)

Outcomes

(what happened?)

Reasons for any variance

(why did it happen?)

Evaluation

(where to next?)

During 2014 we focused on improving

the quality of our service by researching

the needs of children and families on the

early childhood roll to ensure we are

proving an appropriate and accessible

programme. This was intended to make

the service more attractive to Māori and

Pasifika families.

The number of Māori and Pasifika enrolments

actually dropped from 2013. The anticipated

enrolments via the Ministry’s Engaging Priority

Families (EPF) or Parents, Families and Whānau

contracts did not eventuate.

Te Kura early childhood

enrolments are very

dependent on Ministry of

Education policy and

promotion. The number of

enrolments is largely outside

Te Kura’s control.

In 2015 we will be focusing on the

quality of the service provided and

this will also become the focus of our

performance measurement. We will

use satisfaction surveys to measure

this.


National Standards

Focus: Lift Māori student achievement in National Standards in reading, writing and mathematics

Strategic aim: To improve the percentage of years 1 to 8 students who are progressing and achieving ‘at’ or ‘above’ in National Standards in reading,

writing and mathematics.

Analysis of school-wide achievement data has identified areas of concern, particularly for Māori students. The results consistently show us

that a significant proportion of Māori students are not meeting the National Standards in reading, writing and mathematics when compared

with the achievement of all our students.

Annual aims for 2014: In 2013 there were increases in the percentages of full-time Māori students ‘at’ or ‘above’ in National Standards in reading, writing and

mathematics. In reading, there was an 8% increase, in mathematics a 5% increase and in writing a 2% increase.

For 2014 we will continue with initiatives put in place last year that proved successful, such as close tracking and monitoring of student

progress to identify which students need extra input, ensuring goals are clearly stated in students’ individual education plans, strong

encouragement to return tests, and targeted event days in literacy for students and supervisors. Relationships with mana whenua will

continue to be strengthened.

New writing resources will be prepared to help supervisors teach writing, and for pre-reading and writing students.

There will be further professional development delivered for literacy and numeracy and staff will continue to focus on incorporating Māori

perspectives into their curriculum areas. Team meetings to regularly review strategies, their effectiveness and identification of next steps

forward will continue throughout the year.

Note: these performance measures and results include students with special education needs who make up approximately 10% of the roll.

Baseline data for



2014:

The percentage of full-time Māori students in years 1 to 8 who are achieving ‘at’ or ‘above’ in National Standards in reading, writing and

mathematics will increase by 2% from end-2013 to end-2014 in:

Reading – full-time Māori students achieving ‘at’ or ‘above’ Baseline 2013: 48% (62 out of 129 students)

Target 2014: 50%

Result 2014: 58% (80 out of 137 students)

Target achieved


Writing - full-time Māori students achieving ‘at’ or ‘above’ Baseline 2013: 40% (52 out of 130 students)

Target 2014: 42%


Target achieved

Mathematics - full-time Māori students achieving ‘at’ or ‘above’ Baseline 2013: 42% (55 out of 131 students)

Target 2014: 44%


Target achieved

The percentage of full-time Māori students in years 1 to 8 who progress at least one level in National Standards in reading, writing and

mathematics will increase by 2% from end-2013 to end-2014 in:

Reading – full-time Māori student improvement Baseline 2012-13: 35% (19 out of 54 students)

Target 2014: 37%

Result 2014: 23% improved (15 out of 64 students)

Target not achieved

Writing - full-time Māori student improvement Baseline 2012-13: 28% (15 out of 54 students)

Target 2014: 30%


Target not achieved


Mathematics - full-time Māori student improvement Baseline 2012-13: 25% (13 out of 52 students)

Target 2014: 27%


Target not achieved

Actions

(what did we do?)

Outcomes

(what happened?)



Evaluation

(where to next?)

Students were closely monitored against

individual education plans with direct follow-

up on any cause for concern.

All regions have promoted team discussions,

on teaching strategies, developing

relationships with Māori students and

whānau, and being aware of individual Māori

student achievement.

All regions have had a focus on developing

staff cultural competency.

Teachers gave regular telephone and Skype

teaching sessions on reading, writing and

mathematics.

A new online literacy programme ‘Reading

Plus’ was trialled with a small group of Year

7‒10 students.

Online literacy programme ‘Steps’ was trialled

with 26 Special Needs and Primary students.

There were good improvements in the

percentage of students in years 1 to 8 achieving

‘at’ or ‘above’ the National Standard. In reading,

there was a 4% increase to 68%, in writing there

was a 4% increase to 62%, and in mathematics a

2% increase to 62%.

There were big improvements in the percentages

for Māori students ‘at’ or ‘above’ across all three

areas. In reading, there was a 10% increase to

58%, in writing there was a 10% increase to 50%,

and in mathematics a 5% increase to 47%.

The number of Māori students improving at least

one level between 2013 and 2014 was below

expectations, however. This group is a subset of

students assessed against the National Standards

in 2014 because, to be included in this measure,

they need to have been on the roll and assessed

in 2013 and 2014. The smaller size of this group

also makes it more sensitive to the achievement

results of a handful of students.

As more Māori students

reach the standard of ‘at’ or

‘above’ the challenge of

moving up a level becomes

harder.

Although our Māori students made

significant gains in 2014 they are still

achieving below the level of the

whole school and national averages.

As a significant and important part of

our roll we will continue to focus on

Māori student achievement in 2015.

Our 2014 results provide evidence

that our strategies are working and

that we are having some success in

increasing the rate of improvement

by Māori students relative to the rest

of the school.

We will continue to monitor students

closely and target interventions at

those most in need.


National Certificate in Educational Achievement Level 2

Focus: Lift achievement in National Certificate in Educational Achievement Level 2 (NCEA L2)

Strategic aim: Te Kura plans to contribute towards the Ministry’s five-year target of 85% of 18 year-old students achieving NCEA Level 2 (or a higher

qualification) by 2016.

Annual aims for 2014: The NCEA Level 2 participation and achievement rates did not increase in 2013. We acknowledge that a significant proportion of these

students take anything from one to three years to complete an NCEA qualification.

For 2014, we will have a particular focus on NCEA Level 1, firstly to increase participation by our full-time students in years 12 and 13 and

secondly, to increase achievement in NCEA Level 1 literacy and numeracy by our young adult students (years 16‒19). It is intended that any

improvement in achievement at Level 1 will flow on to achievement in NCEA Level 2 in the following years. We will continue to evaluate the

initiatives trialled in 2013 and analyse student achievement in NCEA in much more depth than has previously been possible to do.

The number of placements available through Huarahi, our Trades Academy, has increased in 2014. We will aim to encourage more full-time

and young adult students to enrol in the Trades Academy or in other partnership learning pathways such as Gateway and Tertiary Link

courses.

Baseline data for



2014:

The percentage of all “participating” full-time students achieving NCEA Level 2 will increase

by 1%.

Baseline 2013: 75%

Target 2014: 76%

Result 2014: 69%

Target not achieved

The standard pass rate of all dual-enrolled students attempting NCEA Level 2 standards will

be 95%.

Baseline 2013: 89%

Target 2014: 95%

Result 2014: 88%

Target not achieved


The percentage of all full-time, years 12 and 13 students on the roll for 6 months or more

who are “participating” in NCEA Level 1 will increase to 33%.

Baseline 2013: 14%

Target 2014: 33%

Result 2014: 13%

Target not achieved

The percentage of all Young Adult students entered for standards who achieve NCEA Level 1

Literacy and NCEA Level 1 Numeracy will increase to 25%*.

*The baseline was not known at the time of setting the target. The measure is interpreted as

meaning “the % of YA students who have achieved NCEA L1 literacy and numeracy will

increase” i.e. lack of literacy or numeracy no longer prevents those students achieving the

qualification. The target was restated on this basis.

Baseline 2013: Literacy 67%, Numeracy 69%

Target 2014: Literacy 70%, Numeracy 70%

Result 2014: Literacy 67%, Numeracy 64%

Target not achieved

The number of full-time and young adult students enrolled in partnership learning

(Gateway, Trades Academy and Tertiary Link) will reach 260.

Baseline 2013: 240

Target 2014: 260

Result 2014: 436

Target achieved


Actions

(what did we do?)

Outcomes

(what happened?)

Reasons for the variance


Evaluation

(where to next?)

During 2014 there was

closer monitoring of

students with a particular

focus on Young Adults. This

included post-enrolment

interviews.

Specific interventions were

put in place to help students

achieve literacy and

numeracy where this was

identified as a key goal.

There was also a focus on

getting students to regularly

attend advisories.

There were good increases in attendance at

advisories and anecdotal evidence suggests

much higher engagement and achievement

among these students.

NCEA standard achievement rates remained

high illustrating that when Te Kura students are

engaged and actually attempt standards they

tend to do well.

NCEA Level 1 achievement improved

significantly but achievement at Level 2 and 3

was mixed. Participation at Level 2 increased

but the achievement rate stayed largely the

same. Achievement at Level 3 dropped.

Analysis shows that failure to

get literacy and/or numeracy

remains the major obstacle to

many of our participating

students achieving an NCEA

qualification.

The number of additional

participating students who

would have achieved an NCEA

in 2014 if they had met literacy

and numeracy requirements

are4:

NCEA L1: 196 NCEA L2: 122 NCEA L3: 36

More rigorous tracking and monitoring of students

doing NCEA qualifications is already in place.

Students often come to Te Kura already having a

history with a variety of other providers. A major

focus is identifying a student’s complete academic

record upon enrolling at Te Kura and putting early

interventions in place if lack of literacy or numeracy

is an issue. We will continue to improve our tracking

and analysis during 2015.

During 2014 there was

active promotion of

participation in

secondary/tertiary

programmes with students,

learning advisors and

whānau at every

opportunity.

The number of students enrolled in partnership

learning overall increased significantly.

Student enrolments in StarDistance and

TertiaryLink distance courses increased to 212.

Trades Academy numbers were 132

(cumulative).

STAR face-to-face placements increased to 578.

Positive and encouraging

interactions between Te Kura

Development Team staff and

students and wider staff.

Proactive work from the centre

and regionally as we see

increased engagement and

achievement with these

students.

Further encouragement of students to enrol in these

programmes, including sending through data about

achievement to all regions by segment. This data

also highlights students needing to gain literacy and

numeracy requirements as a signal for follow-up.

Further analysis of achievement statistics at the end

of year to understand and show achievement of

students through Trades Academy programmes.

4 Compared to the actual number of NCEAs achieved (see pages 25 and 26)


Students with special education needs

Focus: Lift achievement of students with special education needs

Strategic aim: To provide highly inclusive practices, as assessed by the Education Review Office, for learners with special education needs.

Annual aims for 2014: To use the information gathered in 2013 as a basis for improvement of teaching practices, processes and monitoring, particularly for students

with high special needs and those with specific learning disabilities.

Performance measures,


2014:

Progress is made by all full-time students with special education

needs who are working at curriculum level 1 or early level 2 for

all of their compulsory schooling years.

Baseline 2013 ‒ students who made progress: Reading 40%, Writing 28%,

Numeracy 35%

Result 2014 - students who made progress: Reading 39%, Writing 31%,

Numeracy 39%

Target not achieved

An increase in the number of NCEA credits gained by students

who have been identified with a specific learning disability and

have been granted Special Assessment Conditions (SAC) for

reader/writer assistance by the NZ Qualifications Authority.

Baseline 2013: 889 credits (29 students, average 31 credits per student)

L1: 603 credits (21 students), L2: 191 credits (15 students), L3: 95 credits

(2 students)

Result 2014: 1036 credits (32 students, average 32 credits per student)

L1: 563 credits (23 students), L2: 351 credits (17 students), L3 122 credits

(7 students)

Target achieved

The engagement of dual-registered students who are enrolled

through the remedial and special education gateways will

increase by 5%, as measured through the non-returners process.

Baseline 2013: 73% (Māori 67%: Pasifika 82%; non-Māori/Pasifika 74%)

Target 2014: 78% (Māori 72%: Pasifika 87%; non-Māori/Pasifika 79%)

Result 2014: 92% (Māori 88%: Pasifika 93%; non-Māori/Pasifika 96%)

Target achieved


Actions

(what did we do?)

Outcomes

(what happened?)



Evaluation

(where to next?)

More focus on tracking and

monitoring the programmes and

assessment of high and very high

needs learners in the Special

Education (SE) qualification group.

Team leaders regularly discuss and

monitor the programmes of

learning with learning advisors.

More focus on understanding the

needs of students in the SE

qualification and suitable learning

programmes.

Early identification of students who

may qualify for Special Assessment

Conditions.

Teaching staff have been prompted

to identify students with specific

learning difficulties before they

engage in NCEA level courses.

There were improvements in both

writing and mathematics. There was a

slight drop of 1% in reading progress.

More students were identified for

testing to identify specific learning

difficulties.

The number of students being granted

Special Assessment Conditions by NZQA

increased.

The total number of students receiving

assessment assistant support from Te

Kura increased.

There was increase in the average

number of credits gained per student at

NCEA Level 2 and 3.

There has been an expectation that

learning advisors can describe more

accurately where their students are

operating. This enables the LAs to also

describe more accurately the next

learning step.

Other developments such as use of

Storypark, a web based e-portfolio,

have deepened learning advisors’

understanding of the abilities and

context for study of their students.

An increase in the provision of

specialist and additional staff for ORS

funded students.

It is unclear why there was a drop in

the average number of credits gained

at NCEA Level 1. This will be

investigated.

Focus on the needs, abilities, appropriate

learning resources and additional technology

for this group of students will be maintained.

Continue to monitor and track programmes

of learning for high and very high needs

students and maintain high expectation of

outcomes.

A continued focus on providing ORS funded

students with specialist and additional staff in

a timely manner.

Continue to identify students with specific

learning difficulties before they are enrolled

in NCEA level courses.

Ensure staff are familiar with the processes

around identification of students, referral for

Special Education Allocation (SEA) support

and granting Special Assessment Conditions

including prompt submission of applications.


Student presence and engagement

Focus: Lift student presence and engagement

Strategic aim: Te Kura aims to have students ready and able to learn, to be positively engaged in their learning and to feel connected to, and supported by,

the school and their own communities.

Annual aims for 2014: Te Kura will aim to:

Ensure enrolments are processed as quickly as possible.

Answer all calls successfully.

Dispatch all student learning resources promptly.

Baseline data for



2014:

All students enrolled within 10 working days of receipt of

enrolment documents.

Baseline 2013: 65%

Target 2014: 87%

Result 2104: 94%

Target achieved

Reports on ring time, response time, waiting time,

abandonment level and other relevant indicators reported to

the Board.

Baseline 2013: 4% abandonment level

Target 2014: ≤3%

Result 2014: 2.40%

Target achieved

Students’ learning resources dispatched within 5 working days

of being ordered.

Baseline 2013: 97%

Target 2014: 93%

Result 2014: 98%

Target achieved


The percentage of students from the Alienation and

Exclusion/Expulsion enrolment gateways who are removed from

the roll (by receiving Letter 2 through the non-returners

process) will decrease by 1.5% from 2013 to 2014.

Baseline 2013: 19% (Māori 21%: Pasifika 42%; non-Māori/Pasifika 16%)

Target 2014: 17.5% (Māori 19.5%: Pasifika 40.5%; non-Māori/Pasifika

14.5%)

Result 2014: 14% (Māori 16.6%: Pasifika 0%; non-Māori/Pasifika 11.2%)

Target achieved

Actions

(what did we do?)

Outcomes

(what happened?)



Evaluation

(where to next?)

The automation of

secondary dual

enrolments was

introduced in Quarter 4

reducing the volume of

applications requiring

manual handling.

The enrolment processing rate has been

consistently maintained above the

target rate of 87% (Q4 99%, Q3 87%; Q2

94%; Q1 95%).

We have been able to match

resourcing with demand.

Continue to monitor and balance the workload to meet

demands.

Implement automated enrolment processes for other

student types.

Processing and reporting

improvements

implemented at the

Student Resource Centre

(SRC).

We have been able to maintain

consistently high dispatch times

throughout the year.

In Quarter 4 we dispatched fewer

than the 44,000 resources dispatched

last year. This could be the result of

the digitalisation project having an

effect on students’ access to their

resources.

We will continue to monitor the volume of resources

dispatched across the school to ascertain the potential

effect digitalisation is having on outgoing resources.

SRC’s focus on increasing the percentage of resources

dispatched within 3 working days has increased. This will

continue for 2015.

Much closer monitoring

of students has resulted

in better engagement.

There have been fewer withdrawals

from the roll due to non-return of work.

Close monitoring of student engagement will continue

during 2015.


Operational

Focus: School efficiency and effectiveness

Strategic aim: Ensure our people, systems and processes are adaptive, responsive, and capable of achieving our goals.

Cross-school collaboration, adaptability and responsiveness can enhance the capability of Te Kura. In fostering a school culture that

values and supports those ways of working, we recognise the power of each staff member to contribute to improved organisational

performance.

Annual aims, performance

measures, targets and results

for 2014:

Te Kura achieves its operating and capital budget targets within variance acceptable to

the Chief Executive and Board.

Target: Te Kura operates within its approved budget.

Target achieved

Te Kura assets will be well-managed and updated according to the replacement cycle.

Target: The Capital Management policy is adhered to.

Target achieved

Te Kura will comply with all statutory, regulatory and audit requirements and the

school’s policies and procedures.

Targets:

Te Kura receives an ‘unqualified opinion’ from the Auditor General.

No incidents of imprudence or non-compliance with legislation arise that may

compromise Te Kura, its stakeholders or the Board.

Target achieved


Page left intentionally blank

10 Financial Statements Ngā Purongo Putea

Page

10a Statement of Responsibility 42

10b Statement of Comprehensive Income 43

10c Statement of Financial Position 44

10d Statement of Changes in Equity 45

10e Statement of Cash Flows 46

10f Statement of Commitments 47

10g Statement of Contingent Assets & Liabilities 48

10h Notes to the Financial Statements 49

10i Audit Report 76


10a Statement of Responsibility For the Year Ended 31 December 2014

Enclosed are the financial statements of Te Aho o Te Kura Pounamu (Te Kura) for the year ended

31 December 2014. These are prepared in accordance with the requirements set out in section 87

of the Education Act 1989 and in section 155 of the Crown Entities Act 2004.

The Chief Executive Officer and the Board of Trustees of Te Kura accept responsibility for the

preparation of the annual financial statements and the judgements used.

The Board and Management accept responsibility for establishing and maintaining systems of

internal control designed to provide reasonable assurance as to the integrity and reliability of the

financial reporting of Te Kura.

In the opinion of the Board and Management, the annual financial statements for the financial

year fairly reflect the financial position and operations of Te Kura.

The financial statements have been authorised for issue by:

Karen Sewell

Chair

29 July 2015

Mike Hollings

Chief Executive Officer

29 July 2015


10b Statement of Comprehensive IncomeFor the Year Ended 31 December 2014

2014 2014 2013

Notes Actual Budget Actual

$000's $000's $000's

Revenue

Government Funding 43,592 44,968 44,518

Government Funded Initiatives 3 4,190 4,125 3,714

Tuition Fees 468 419 415

Finance Income 4 419 199 242

Donations 24 13 14

Miscellaneous 1,261 1,119 1,341

Gain on Sale of Assets 13 24 0 18

Total Revenue 49,978 50,843 50,262

Expenditure

Personnel 5 35,206 38,364 33,821

Operating Costs 6 10,041 12,201 10,497

Finance Costs 4 20 25 (45)

Depreciation & Amortisation 21,22 2,426 2,669 2,524

Total Expenditure 47,693 53,259 46,797

Net (Deficit)/Surplus for the year 2,285 (2,416) 3,465

Other Comprehensive Income 0 0 0

Total Comprehensive Income for the year: 2,285 (2,416) 3,465

The Statement of Accounting Policies and Notes to the Financial Statements on pages 49 to 75 form part of and are to be read in conjunction with the

Financial Statements


10c Statement of Financial PositionAs at 31 December 2014

2014 2014 2013


$000's $000's $000's

Retained Earnings 21,961 17,259 19,675

Other Reserves 59 59 60Total Equity 22,020 17,318 19,735

Represented by:

Current Assets

Cash & Cash Equivalents 14 8,348 7,736 8,168

Inventory Held for Distribution 1,994 2,131 2,357

Prepayments 483 508 508

Other Financial Assets 15 4,055 0 0

Accounts Receivable 16 1,810 1,001 1,641

Total Current Assets 16,690 11,376 12,674

Current Liabilities

Creditors & Other Payables 17 3,855 5,111 3,836

Employee Entitlements 19 2,960 3,245 2,786

GST Payable 304 142 218

Revenue in Advance 279 46 46

Provisions 18 303 422 213

Total Current Liabilities 7,701 8,966 7,099

Working Capital 8,989 2,410 5,575

Non-Current Assets

Fixed Assets & Work in Progress 21 2,157 2,214 2,455

Intangible Assets & Work in Progress 22 11,182 12,956 12,082

Total Non-Current Assets 13,339 15,170 14,537

Non-Current Liabilities

Employee Entitlements 19 213 216 216

Provisions 18 95 46 161

Total Non-Current Liabilities 308 262 377

NET ASSETS 22,020 17,318 19,735




10d Statement of Changes in Equity For the Year Ended 31 December 2014

2014 2014 2013


$000's $000's $000's

Equity at the start of the year

Restricted Reserve 49 49 50

Asset Revaluation Reserve 10 10 10

Retained Earnings 19,676 19,674 16,210

19,735 19,733 16,270

Add

Total Comprehensive Income for the year 2,285 (2,415) 3,465

Movement in Restricted Reserve 0 0 0Equity at the end of the year 24 22,020 17,318 19,735




10e Statement of Cash Flows

For the Year Ended 31 December 2014

2014 2014 2013

Actual Budget Actual

$000's $000's $000's

Cash flows from operating activities

Cash was provided from:

Government Funding - EFTS 44,201 45,144 43,655

Government Funded Initiatives 4,122 4,733 3,496

Fees & Charges 548 478 465

Miscellaneous 186 94 480

Interest 405 199 242

49,462 50,648 48,338

Cash was applied to: #REF!

Payments to Employees (33,778) (36,378) (33,076)

Payments to Suppliers (9,677) (11,392) (12,107)

Net GST paid * 86 (78) (13)

(43,369) (47,848) (45,196)

Net cash inflow from operating activities (Note 25) 6,093 2,800 3,142

Cash flows from investing activities

Cash was provided from:

Receipts from Sale of Short Term Deposits 0 0 0

Proceeds from Sale of Assets 24 0 26

24 0 26

Cash was applied to:

Purchase of Assets (1,407) (3,000) (101)

Purchase of Intangible Assets/Work in Progress (7) (1,801) 352

Acquisition of Short Term Deposits (4,055)

Work in Progress (468) 1,569

(5,937) (3,232) 251

Net cash (outflow)/inflow from investing activities (5,913) (3,232) 277

Net (decrease)/increase in cash held 180 (432) 3,419

Add cash and cash equivalents at the

beginning of the year 8,168 8,168 4,749

Cash and cash equivalents at the end of the year 8,348 7,736 8,168

* The Net GST paid component of operating activities reflects the net GST paid and received with the Inland

Revenue Department. The Net GST paid component has been presented on a net basis, as the gross amounts

do not provide meaningful information for financial statement purposes.




10f Statement of Commitments

As at 31 December 2014

2014 2013

Actual Actual

$000's $000's

Property lease commitments:

Not later than one year 823 668

Later than one year and not later than five years 1,080 584

Later than five years 0 0

Total 1,903 1,252

2014 2013

Actual Actual

$000's $000's

Equipment lease commitments:

Not later than one year 57 158

Later than one year and not later than five years 0 0

Later than five years 0 0

Total 57 158




10g Statement of Contingent Assets & Liabilities

As at 31 December 2014

There were no contingent assets (2013: $0) in the current year

Contingent liabilities (2013: $0)

Tuition Fees: Te Kura is currently working with the Ministry of Education to resolve a number of

ambiguities in the Education Act 1989. Te Kura has become aware that, for a number of years, it

has been providing tuition (for a fee) to students who may be outside the requirements of its

enrolment policy and/or the Education Act 1989. These students comprise approximately 1% of

the students enrolled with Te Kura. Te Kura is currently working through these issues with the

Ministry of Education.

Te Kura has received legal advice in respect of this matter, and it considers its past practices to be

consistent with the Act. While Te Kura acknowledges the issues are complex, it is not aware of any

current or threatened claims for a refund of tuition fees charged in relation to these students. In

any event, the likelihood of successful claims for refund of fees is considered to be low.





10h Notes to the Financial Statements For the year ended 31 December 2014 1. General Information

Te Aho o Te Kura Pounamu (“Te Kura”) is a New Zealand domiciled state school within the meaning ascribed to that term by the Education Act 1989 (the “Act”). The reporting entity is that entity known as Te Aho o Te Kura Pounamu, identified by the Te Kura School Charter and governed by the Te Kura Board of Trustees, and includes all activities carried out in the name of Te Kura. The primary objective of Te Kura is to provide services to the community for social benefit rather than making a financial return. Accordingly, Te Kura has designated itself as a public benefit entity for the purposes of New Zealand equivalents to International Financial Reporting Standards (“NZ IFRS”). The financial statements of Te Kura are for the year ended 31 December 2014. The financial statements were authorised for issue by the Board of Trustees on 29 July 2015. 2. Summary of significant accounting policies

(a) Statement of compliance These financial statements have been prepared in accordance with Generally Accepted Accounting Practice in New Zealand (“NZ GAAP”). They comply with NZ IFRS and other applicable Financial Reporting Standards as appropriate for public benefit entities. (b) Basis of preparation The financial statements have been prepared on the historical cost basis, modified by the revaluation of artworks and certain financial instruments. Accounting policies are selected and applied in a manner which ensures that the resulting financial information satisfies the concepts of relevance and reliability, thereby ensuring that the substance of the underlying transactions or other events is reported. The financial statements are presented in New Zealand dollars and all values are rounded to the nearest thousand dollars ($000’s). The functional currency of Te Kura is New Zealand dollars. Foreign currency transactions are translated into the functional currency using the exchange rates prevailing at the dates of the transactions. Foreign exchange gains and losses resulting from the settlement of such transactions are recognised in the Statement of Comprehensive Income.


(c) Revenue recognition Revenue is measured at the fair value of the consideration received or receivable.

Donations

Donations are recognised as revenue at the point when Te Kura formally acknowledges receipt. Revenue is measured at the fair value of consideration received.

Government funding Te Kura receives Government grants to supply education services to eligible students. Revenue is recognised as the services are delivered to students based on either the number of students on the roll for each funding period or specific service delivery. Revenue is measured at the fair value of consideration received.

Interest Interest income is accrued using the effective interest rate method. The effective interest rate exactly discounts estimated future cash receipts through the expected life of the financial asset to that asset’s net carrying amount. The method applies this rate to the principal outstanding to determine interest income each period.

Tuition fees Tuition fees are received from students who are ineligible for Government funding for the supply of education services. Revenue is recognised at the point of student enrolment unless the enrolment is for the following year. Revenue is measured at the fair value of consideration received. (d) Income tax The Income Tax Act states that public authorities, including schools, are exempt from income tax. Accordingly, no charge for income tax has been provided for. (e) Leases All leases held by Te Kura are operating leases. Operating leases, where the lessor substantially retains the risks and rewards of ownership, are recognised in a systematic manner over the term of the lease. Leasehold improvements are capitalised and the cost is amortised over the unexpired period of the lease or the estimated useful life of the improvements, whichever is shorter. Lease payments under an operating lease are recognised as an expense on a straight line basis over the term of the lease.


(f) Financial instruments Financial assets and financial liabilities are initially measured at fair value plus transaction costs unless they are carried at fair value through profit or loss in which case the transaction costs are recognised in the Statement of Comprehensive Income. Purchases and sales of investments are recognised on trade-date, the date on which Te Kura commits to purchase or sell the asset. Financial assets are derecognised when the rights to receive cash flows from the financial assets have expired or have been transferred and Te Kura has transferred substantially all the risks and rewards of ownership. All financial assets held by Te Kura have been categorised as “Loans and Receivables”. At each balance date Te Kura assesses whether there is any objective evidence that a financial asset or group of financial assets is impaired. Financial assets are impaired where there is objective evidence that as a result of one or more events that occurred after the initial recognition of the financial asset the estimated future cash flows of the investment have been impacted. The carrying amount of the financial asset is reduced by the impairment loss directly for all financial assets with the exception of trade receivables where the carrying amount is reduced through the use of an allowance account. (g) Cash and cash equivalents Cash and cash equivalents include cash on hand, cash in transit, bank accounts and deposits held at call with banks with a maturity of no more than three months as at 31 December 2014. (h) Other financial assets Other financial assets include deposits held at call with banks with a maturity longer than three months as at 31 December 2014. (i) Loans and other receivables Loans and receivables are non-derivative financial assets with fixed or determinable payments that are not quoted in an active market. Loans and receivables are initially measured at fair value plus transaction costs. They are subsequently measured at amortised cost using the effective interest rate method, less any provision for impairment. Loans and receivables issued with a duration of less than 12 months are recognised at their nominal value, unless the effect of discounting is material. A provision for estimated irrecoverable amounts is recognised when there is objective evidence that the asset is impaired. The amount of the provision is the difference between the asset’s carrying amount and the present value of estimated future cash flows, discounted using the effective interest method. Impairment losses are recognised in the Statement of Comprehensive Income.


The receivables include personnel related debts relating to Novopay. The recoveries of these amounts are dependent on the resolution of Novopay discrepancies and recovery by the Ministry of Education and may have a duration of more than 12 months to fully recover. (j) Inventories Inventories held for distribution, or consumption in the provision of services, that are not issued on a commercial basis are measured at cost adjusted when applicable for any loss of service potential. Loss of service potential is recognised in the Statement of Comprehensive Income in the period when the write down occurs. (k) Property, plant and equipment Items of property, plant and equipment are initially recorded at cost. This includes the make good provision. Te Kura has estimated the cost of reinstatement of the leased buildings at the time the lease expires and discounted back to the present value. These have been classified as “Make Good - Leasehold Improvements” in Note 20. Any equipment or furniture with a cost value less than $2,000 is treated as expenditure rather than as an item of property, plant and equipment. The value of an individual asset less than $2,000 which is part of a group of similar assets is capitalised.

- Additions: The cost of an item of property, plant and equipment is recognised as an asset if, and only if, it is probable that future economic benefits or service potential associated with the item will flow to Te Kura and the cost of the item can be measured reliably. In most instances, an item of property, plant and equipment is recognised at its cost. Where an asset is acquired for nil or nominal cost it is recognised at fair value as at the date of acquisition.

- Disposals: Gains and losses on disposals are determined by comparing the proceeds with the carrying amount of the asset. Gains and losses on disposals are included in the Statement of Comprehensive Income. When revalued assets are sold, the amounts included in asset revaluation reserves in respect of those assets are transferred to retained earnings.

- Subsequent costs: Costs incurred subsequent to initial acquisition are capitalised only when it is probable that future economic benefits or service potential associated with the item will flow to Te Kura and the cost of the item can be measured reliably.

- Revaluation: Art work is recorded at fair value based on the current market. A valuation is carried out every five years. The appropriateness of the valuation is assessed on an annual basis.


All other classes of property, plant and equipment are recorded at cost, less accumulated depreciation and accumulated impairment losses. Classes of property, plant and equipment that are revalued are revalued at least every five years or whenever the carrying amount differs materially to fair value. Revaluation is based on the fair value of the asset, with changes reported by class of asset. Unrealised gains and losses arising from changes in the value of property, plant and equipment are recognised as at balance date. To the extent that a gain reverses a loss previously charged to the Statement of Comprehensive Income for the asset class, the gain is credited to the Statement of Comprehensive Income. Otherwise, gains are credited to an asset revaluation reserve for that class of asset. To the extent that there is a balance in the asset revaluation reserve for the asset class any loss is debited to the reserve. Otherwise losses are reported in the Statement of Comprehensive Income.

- Depreciation: Depreciation is charged on a straight-line basis at rates calculated to allocate the cost or valuation of an item of property, plant and equipment, less any estimated residual value, over its estimated useful life. Typically, the estimated useful lives of different classes of property, plant and equipment are as follows: Information & Communications Technology Equipment 3-5 years Education resources 5 years Library materials 5 years Furniture and fittings 5 years Leasehold Improvements 5 years Motor vehicles 5 years Plant and equipment 10 years Make Good - Leasehold Improvements are depreciated over the unexpired period of the lease or the estimated remaining useful lives of the improvements, whichever is shorter. The residual value and useful life of an asset is reviewed, and adjusted if applicable, at each financial year-end. Capital work in progress and art works are not depreciated. (l) Intangible assets (software) Intangible assets are initially recorded at cost. The cost of an internally generated intangible asset represents direct costs incurred in the development phase of the asset only. The development phase occurs after the following can be demonstrated: technical feasibility; ability to complete asset; intention and ability to sell or use; and development expenditure can be reliably measured.


Acquired computer software licences are capitalized on the basis of the costs incurred to acquire and bring to use the specific software. Intangible assets with finite lives are subsequently recorded at cost less any amortisation and impairment losses. Amortisation is charged to the Statement of Comprehensive Income on a straight-line basis over the useful life of the asset.

- Amortisation: Intangible assets are amortised on a straight line basis at rates calculated to allocate the cost or valuation of the asset, less any estimated residual value, over its estimated useful life. Typically, the estimated useful lives of different classes of intangible asset are as follows: Intangible assets (internally generated – finite life) 3 - 10 years Intangible assets (externally acquired – finite life) 3 - 5 years (m) Impairment of non-financial assets Assets that have a finite useful life are reviewed for impairment whenever events or changes in circumstances indicate that the carrying amount may not be recoverable. An impairment loss is recognised for the amount by which the asset’s carrying amount exceeds its recoverable amount. The recoverable amount is the higher of an asset’s fair value less costs to sell and value in use. Value in use is depreciated replacement cost for an asset where the future economic benefits or service potential of the asset are not primarily dependent on the assets ability to generate net cash inflows and where the entity would, if deprived of the asset, replace its remaining future economic benefits or service potential. The value in use for cash-generating assets is the present value of expected future cash flows. If an asset’s carrying amount exceeds its recoverable amount the asset is impaired and the carrying amount is written down to the recoverable amount. For revalued assets the impairment loss is recognised against the revaluation reserve for that class of asset. Where that results in a debit balance in the revaluation reserve, the balance is recognised in the Statement of Comprehensive Income. For assets not carried at a revalued amount, the total impairment loss is recognised in the Statement of Comprehensive Income. The reversal of an impairment loss on a revalued asset is credited to the revaluation reserve. However, to the extent that an impairment loss for that class of asset was previously recognised in the Statement of Comprehensive Income, a reversal of the impairment loss is also recognised in the Statement of Comprehensive Income. For assets not carried at a revalued amount (other than goodwill) the reversal of an impairment loss is recognised in the Statement of Comprehensive Income.


(n) Creditors and other payables Creditors and other payables are initially measured at fair value and subsequently measured at amortised cost using the effective interest method. (o) Employee entitlements

- Short term employee entitlements: Employee entitlements to be settled within 12 months are reported at the amount expected to be paid. These are measured at nominal values based on accrued entitlements at current rates of pay. These include salaries and wages accrued up to balance date, annual leave earned to, but not yet taken at balance date, and retiring and long service leave entitlements expected to be settled within 12 months. These benefits are recognised in the Statement of Comprehensive Income when they accrue to employees.

- Long term employee entitlements: The liability for long-term employee entitlements such as long service leave and retiring leave is reported as the present value of the estimated future cash outflow. The calculations are based on: likely future entitlements accruing to staff, based on years of service, years to entitlement, the likelihood that staff will reach the point of entitlement, and contractual entitlements information; and the present value of the estimated future cash flows. (p) Superannuation schemes

- Defined contribution schemes: Obligations for contributions to defined contribution superannuation schemes are recognised as an expense in the Statement of Comprehensive Income.

- Defined benefit schemes: Te Kura does not operate any defined benefit superannuation schemes. (q) Provisions Te Kura recognises a provision for future expenditure of uncertain amount or timing when there is a present obligation (either legal or constructive) as a result of a past event, it is probable that expenditures will be required to settle the obligation and a reliable estimate can be made of the amount of the obligation. Provisions are not recognised for future operating losses.

- Reinstatement provision: Te Kura has entered into lease agreements for various properties which require the school, at the completion of the lease, to return the building to the same condition as when the lease was first signed. The liability for the reinstatement provision is based on reasonable estimates of expenditure required to reinstate the premises. The other side of the provision has created an asset called “Make Good – Leasehold Improvements” refer to 2 (k).


- Merit performance provision:

Te Kura reviews salaries and performance of all employees at the end of December. Recommendations are put forward to a Moderation panel for consideration. The liability for the merit provision is based on reasonable estimates of likely payments. Other liabilities and provisions are recorded at the best estimate of the expenditure required to settle the obligation. Liabilities and provisions to be settled beyond 12 months are recorded at their present value. (r) Goods and services tax (GST) All items in the financial statements are stated exclusive of GST, except for receivables and payables, which are stated on a GST inclusive basis. Where GST is not recoverable as input tax then it is recognised as part of the related asset or expense. The net amount of GST recoverable from, or payable to, the Inland Revenue Department (IRD) is included as part of receivables or payables in the Statement of Financial Position. The net GST paid to, or received from the IRD, including the GST relating to investing and financing activities, is classified as an operating cash flow in the Statement of Cash Flows. Commitments and contingencies are disclosed exclusive of GST. (s) Statement of cashflows The following terms are used in the statement of cashflows:

Cash and cash equivalents – as described in Note 2(g)

Operating activities are the principal revenue producing activities of Te Kura and other activities that are not investing or financing activities; and

Investing activities are the acquisition and disposal of long-term assets and other investments not included in cash equivalents.

(t) Budget figures The budget figures are those approved by the Board of Trustees. The budget figures have been prepared in accordance with NZ GAAP, using accounting policies that are consistent with those adopted by Te Kura for the preparation of the financial statements. (u) Critical accounting estimates and assumptions In preparing these financial statements Te Kura has made estimates and assumptions concerning the future. These estimates and assumptions may differ from the subsequent actual results. Estimates and judgements are continually evaluated and are based on historical experience and


other factors, including expectations or future events that are believed to be reasonable under the circumstances. The following are the judgements and estimates that Te Kura have made in the process of applying the entity’s accounting policies and that have the most significant effect on the amounts recognised in the financial statements:

Lease restatement provision: as described in Note 17 Te Kura has recognised a liability for the reinstatement provision based on reasonable estimates of expenditure required to reinstate the premises.

Useful lives of property, plant and equipment and intangible assets: As described in Note 2 (k) and Note (l) Te Kura reviews the estimated useful lives of property, plant and equipment at the end of each annual reporting period.

(v) Critical judgements in applying accounting policies of Te Kura Te Kura must exercise judgement when recognizing grant income to determine if conditions of the letter of resourcing from the Ministry of Education have been satisfied. This judgement will be based on student enrolment and engagement data from the student management database. (w) Contingent assets and contingent liabilities Contingent assets and contingent liabilities are recorded in the Statements of Contingent Assets and Contingent Liabilities at the point at which the contingency is evident. Contingent liabilities are disclosed if the possibility that they will crystallise is not remote. Contingent assets are disclosed if it is probable that the benefits will be realised. (x) Notional lease Te Kura uses the Portland Crescent property which is owned by the Ministry of Education (“MoE”). MoE have advised that the notional revenue and the notional expense are to be recorded in the financial statements. The fair value assessment has been made by the Ministry of Education. (y) Standards and interpretation issued and not yet adopted At the date of authorisation of these financial statements the following Standards and Interpretations, including those Standards or Interpretations issued by the International Accounting Standards Board (“IASB”) or International Financial Reporting Interpretations Committee (“IFRIC”) where an equivalent New Zealand Standard or Interpretation has not been approved, were in issue but not yet effective: Name Effective for annual reporting periods

beginning on or after:

PBE Standards (tier 1) 1 July 2014


Te Kura expects to adopt the above Standards and Interpretations in the period in which they become mandatory. Te Kura anticipates that the above Standards and Interpretations will have no material impact on the financial statements of Te Kura in the period of initial application. There are no other standards and interpretations issued but not yet adopted expected to have an impact on Te Kura. (z) Changes in accounting policies There have been no other changes to accounting policies.

2014 2014 2013


$000's $000's $000's

3. Government Funded Initiatives

Assistive Technology

Revenue 7 11 7

Expense 7 11 7

0 0 0

Education New Zealand

Revenue 30 30 0

Expense 44 0 0

(14) 30 0

Gateway

Revenue 77 77 72

Expense 100 107 96

(23) (30) (24)

Intensive Wraparound Service

Revenue 26 0 0

Expense 26 0 0

0 0 0

Kiwisport

Revenue 46 56 42

Expense 46 55 42

0 1 0

Maui Tu

Revenue 6 0 0

Expense 16 0 0

(10) 0 0

Novopay Support

Revenue 0 0 32

Expense 0 0 0

0 0 32

Payments to Supervisors

Revenue 834 899 905

Expense 780 846 853

54 53 52

Pilot Programme

Revenue 334 0 0

Expense 208 0 0

126 0 0


2014 2014 2013


$000's $000's $000's

3. Government Funded Initiatives (cont.)

Playgroup Initiative

Revenue 193 37 433

Expense 96 94 148

97 (57) 285

Ongoing and Reviewable Resourcing Scheme (ORRS)

Revenue 1,010 1,233 957

Expense 651 671 563

359 562 394

Royal Society

Revenue 32 0 0

Expense 0 0 0

32 0 0

Special Education

Revenue 429 593 467

Expense 391 506 416

38 87 51

Study Grants

Revenue 22 0 12

Expense 0 0 0

22 0 12

Trades Academy

Revenue 1,144 1,189 787

Expense 287 851 198

857 338 589

Total Government Funded Initiatives

Revenue 4,190 4,125 3,714

Expense 2,652 3,141 1,977

Balance 1,538 984 1,737

Revenue received under the various Ministry Initiatives is spent in accordance with the rules set by the

Ministry of Education for each initiative.


2014 2014 2013


$000's $000's $000's

4. Finance Income & Finance Costs

Finance IncomeInterest income:

Term deposits 0 0 0

Cash at bank and on hand 419 199 242

Total finance income 419 199 242

Finance Costs Discount unwind on provisions 20 25 6

Interest 0 0 (51)

Total finance costs 20 25 (45)

5. Personnel Costs

Salaries and wages 32,175 34,433 31,581

Contractors 1,254 2,120 674

Personnel related 1,270 1,652 1,007

Restructuring & exit costs 0 0 23

Movement in employee benefits 20 170 (198) 189

Employer contributions to defined contribution plans 337 357 347

Total personnel costs 35,206 38,364 33,821

6. Operating Costs

Consumables/school costs 7 1,616 1,952 1,893

Inventory related expenditure 8 1,845 2,139 2,061

Rent 1,010 1,150 714

Notional rent 1,075 1,026 1,051

Other accommodation expenses 9 758 915 766

Administration expenses 10 2,496 3,649 2,656

Student expenses 11 1,073 1,164 1,073

Fees to auditors 12 89 85 100

Provision for doubtful debts expense (28) 0 81

Board of Trustees remuneration 26 107 121 102

Total operating costs 10,041 12,201 10,497

7. Consumables/School Costs

Communications 1,449 1,720 1,650

Production materials 117 163 165

Textbooks 30 33 26

Copyright expenses 20 36 52

Total consumables/school costs 1,616 1,952 1,893


2014 2014 2013


$000's $000's $000's

8. Inventory Related Expenditure

Teaching resources 1,598 1,914 2,009

Inventory write off 247 225 52

Total inventory related expenditure 1,845 2,139 2,061

9. Other Accommodation Expenses

Off site storage 40 36 40

Office relocation 5 12 16

Cleaning 260 287 227

Security 15 17 14

Remote Working Allowance 11 12 11

Car parks 45 38 30

Repairs & maintenance 161 195 192

Compliance costs 13 12 14

Utilities 208 306 222

Total other accommodation expenses 758 915 766

10. Administration Expenses

Bad debt write off 11 0 0

Insurance 126 133 121

Legal expenses - tax advice 5 10 6

Legal expenses - other 49 68 39

Professional services 469 1,404 742

Operational supplies 1,836 2,034 1,748

Total administration expenses 2,496 3,649 2,656

11. Student Expenses

Payment to supervisors 780 846 853

Other student expenses 293 318 220

Total student expenses 1,073 1,164 1,073

12. Fees to Auditors

Audit fees - financial statements 89 85 100

Total fees to auditors 89 85 100


2014 2014 2013


$000's $000's $000's

13. (Gain) on Sale of Assets

Motor Vehicles - (Gain) on Sale (24) 0 (20)

Leasehold - Written Off 0 0 2

Total (Gain) on Sale of Assets (24) 0 (18)

14. Cash and Cash Equivalents

Cheque account 00 a/c 1 7,736 1

Cheque account 25 a/c 179 0 93

Cheque account 28 a/c 20 0 16

Call account 5,660 0 8,009

Term deposits with maturities less than 3 months 2,439 0 0

Multi deposit account 49 0 49

8,348 7,736 8,168

Cash at bank and in hand 5,860 7,735 8,119

Short term deposits 2,439 0 0

Multi deposit account 49 0 49

8,348 7,735 8,168

15. Other Financial Assets

Term deposits with maturities of 4-12 months:

Westpac 4,055 0 0

4,055 0 0


2014 2014 2013


$000's $000's $000's

16. Accounts Receivable

Receivables 225 393 351

Less: provision for doubtful debts (54) (81) (81)

Ministry of Education 1,639 689 1,371

1,810 1,001 1,641

Not past due 1,471 1,001 1,342

Past due 31 - 60 days 72 0 89

Past due 61 - 90 days 79 0 (34)

Past due > 91 days 188 0 244

1,810 1,001 1,641

Fair value

Debtors and other receivables are non-interest bearing and receipt is normally on 30 day terms, therefore the

carrying value of debtors and other receivables approximates fair value.

17. Creditors & Other Payables

Suppliers 665 1,805 690

Salary related liabilities 115 112 109

Other accruals 1,123 1,719 1,751

Ministry of Education (EFTS) 1,377 944 768

Ministry of Education (Other) 525 437 470

Students 50 94 48

3,855 5,111 3,836


2014 2014 2013


$000's $000's $000's

18. Provisions

Current provisions are represented by:

Lease make-good 303 422 213

Merit performance 0 0 0

Total current portion 303 422 213

Non-current provisions are represented by:

Lease make-good 95 46 161

Total non-current portion 95 46 161

Total provisions 398 468 374

Movements for each class of provision are as follows:

Lease Make-

good

Merit

Performance Contractual

2014 $000's $000's $000's

Balance at 1 January 374 0 0

Additional provisions made 4 0 0

Amounts used 0 0 0

Discount unwind (note 4) 20 0 0

Balance at 31 December 2013 398 0 0

2013

Balance at 1 January 372 1 46

Additional provisions made 0 0 0

Amounts used (4) (1) (46)

Discount unwind (note 4) 6 0 0

Balance at 31 December 2012 374 0 0

Make-good provision:

The School has entered into lease agreements for various properties which require the school, at the completion

of the lease, to return the building to the same condition when the lease was first signed. The liability for the

make-good provision is based on reasonable estimates of expenditure required to reinstate the premises.


2014 2014 2013


$000's $000's $000's

19. Employee Entitlements

Current portion

Accrued pay 2,960 3,245 2,786

Total Current portion 2,960 3,245 2,786

Non-current portion

Long service leave 6 0 6

Retirement leave 207 216 210

Total Non-current portion 213 216 216

3,173 3,461 3,002

Long Service Leave

Over 20 Years of Service 6 0 6

6 0 6

Retirement Leave

19 Years of Service 0 0 0

Over 20 Years of Service 207 216 210

207 216 210

20. Movement in Employee Benefit Liabilities

Annual leave and salary expense 174 (198) 153

Long service leave 0 0 6

Retirement leave (4) 0 30

Total employee benefit liabilities 170 (198) 189

Comprising:

Current 170 (198) 189

Non-current 0 0 0

Total employee benefit liabilities 170 (198) 189


21. Property, Plant & Equipment

Accumulated Carrying Current Current Current Disposal Accumulated Carrying

Cost depreciation Amount year year year depreciation Cost depreciation Amount

31/12/13 31/12/13 31/12/13 additions disposals depreciation in period 31/12/14 31/12/14 31/12/14

2014

IT Equipment 4,285 (4,110) 175 905 (1) (272) 0 5,189 (4,382) 807

Library Materials 763 (763) 0 0 0 0 0 763 (763) 0

Furniture & fittings 1,840 (1,527) 313 64 (4) (137) 4 1,900 (1,660) 240

Leasehold 3,717 (2,887) 830 268 0 (475) 0 3,985 (3,362) 623

Make Good - Leasehold Improvements 343 (149) 194 4 0 (57) 0 347 (206) 141

Motor Vehicles 497 (262) 235 171 (75) (114) 75 593 (301) 292

Art 35 (2) 33 0 0 0 0 35 (2) 33

Plant and Equipment 490 (457) 33 0 0 (12) 0 490 (469) 21

11,970 (10,157) 1,813 1,412 (80) (1,067) 79 13,302 (11,145) 2,157

Work in progress

Total Property, Plant & Equipment 2,157

Accumulated Carrying Current Current Current Disposal Accumulated Carrying

Cost depreciation Amount year year year depreciation Cost depreciation Amount

31/12/12 31/12/12 31/12/12 additions disposals depreciation in period 31/12/13 31/12/13 31/12/13

2013

IT Equipment 4,406 (3,985) 421 15 (136) (261) 136 4,285 (4,110) 175

Library Materials 763 (763) 0 0 0 0 0 763 (763) 0

Furniture & Fittings 1,841 (1,317) 524 0 (1) (210) 0 1,840 (1,527) 313

Leasehold 3,719 (2,365) 1,354 6 (8) (527) 5 3,717 (2,887) 830

Make Good - Leasehold Improvements 348 (115) 233 0 (5) (34) 0 343 (149) 194

Motor Vehicles 514 (235) 279 57 (74) (96) 69 497 (262) 235

Art 35 (2) 33 0 0 0 0 35 (2) 33

Plant and Equipment 468 (443) 25 22 0 (14) 0 490 (457) 33

12,094 (9,225) 2,869 100 (224) (1,142) 210 11,970 (10,157) 1,813

Work in progress 642

Total Property, Plant & Equipment 2,455

The valuation of artwork was completed by Christopher Moore Gallery on 16 December 2010. The valuer is completely independent and not associated with Te Kura in any way.


22. Intangible Assets

Acquisition Accumulated Carrying Current Current Disposal Current Accumulated Carrying

Cost amortisation amount year year amortisation year Cost amortisation amount

31/12/13 31/12/13 31/12/13 additions disposals in period amortisation 31/12/14 31/12/14 31/12/14

2014

Intangibles - Acquired 1,629 (1,425) 204 7 0 0 (90) 1,636 (1,515) 122

Intangibles - Internally generated 17,782 (6,831) 10,951 0 0 0 (1,269) 17,782 (8,100) 9,682

19,411 (8,256) 11,155 7 0 0 (1,359) 19,418 (9,615) 9,804

Work in progress 1,378

Total Intangibles 11,182

Acquisition Accumulated Carrying Current Current Disposal Current Accumulated Carrying

Cost amortisation amount year year amortisation year Cost amortisation amount

31/12/12 31/12/12 31/12/12 additions disposals in period amortisation 31/12/13 31/12/13 31/12/13

2013

Intangibles - Acquired 1,612 (1,271) 341 17 0 0 (154) 1,629 (1,425) 204

Intangibles - Internally generated 17,187 (5,603) 11,584 595 0 0 (1,228) 17,782 (6,831) 10,951

18,799 (6,874) 11,925 612 0 0 (1,382) 19,411 * (8,256) * 11,155

Work in progress 927

Total Intangibles 12,082


2014 2013

Actual Actual

$000's $000's

23. Money held in trust

Receipts

Interest 1 1

1 1

Payments

Prizes 1 1

1 1

Excess of receipts over payments 0 0

Movement Summary

Balance 1 January 49 49

Plus excess of receipts over payments 0 0

49 49

Represented by:

Deposit at Westpac Bank 49 49

49 49

Retained

Earnings

Money Held in

Trust

Asset

Revaluation Total Equity

24. Equity

Opening balance 19,676 49 10 19,735

Surplus for the year 2,285 0 0 2,285

Transfer of funds to Retained Earnings 1 (1) 0 0

Transfer of funds to Money Held in Trust (1) 1 0 0

Total recognised revenues & expenses 2,285 0 0 2,285

Closing balance 21,961 49 10 22,020


2014 2014 2013


$000's $000's $000's

25. Reconciliation of net operating surplus with operating cash flow

Net Surplus From Operations 2,285 (2,415) 3,465

Non Cash Items

Depreciation & amortisation 2,426 2,669 2,524

Discount unwind on provisions & UOMI Interest 20 25 6

Doubtful debt provision expense (27) 0 81

Loss on sale of assets 1 0 0

Inventory write-off/write-back 246 225 52

Total 4,951 504 6,128

Movements in Working Capital

Decrease/(Increase) In Assets

Accounts receivable - debtors (169) 641 (298)

Prepayments 25 0 73

Inventory 118 0 (630)

Increase/(Decrease) In Liabilities

GST owing 86 (78) (13)

Long service leave and retirement leave (3) 0 37

Creditors & accruals 14 1,131 (1,724)

Current employee entitlements 174 459 153

MoE payables 664 143 (567)

Provisions 0 0 (47)

Revenue in advance 233 0 30

Total 1,142 2,296 (2,986)

Items classified as investing activities

(Gain)/loss on sale of assets 0 0 0

Net cash from operating activities 6,093 2,800 3,142


26. Board of Trustees Remuneration

2014 2014 2013


$000's $000's $000's

Total value 107 121 102

K Sewell (chairperson, appointed Sep 12) 29 28 29

J Sproat (appointed Jun 12) 19 18 19

P Adams (appointed Sep 12) 15 15 15

N Davis (resigned Jan 13) 0 15 2

G Heald (appointed Sep 12) 15 15 15

S Middleton (appointed Jun 14) 7 0 0

M Moana-Tuwhangai (appointed Jun 12) 15 15 15

J Nisbet (term expired Jun 13) 0 0 7

L Rajasingham (appointed Jun 14) 7 15 0

107 121 102

27. Key Management Personnel2014 2013

Actual Actual

$000's $000's

Salaries and other short-term employee benefits $796 $684

Termination benefits $0 $0

$796 $684

Key management personnel include the Chief Executive, the Senior Leadership team, and the Board.

PRINCIPAL'S REMUNERATION (CEO) Actual

Salary Benefits Severance

$000's $000's $000's

Year 2014

Principal 280 - 290 0 0

Year 2013

Principal 240 - 250 0 0

Principal's Remuneration in 2014 included backpay relating to 2013.

28. Employees over $100,000 remunerationExcluding Principal's remuneration 2014 2013

Actual Actual

Number of employees in $100,000 - $110,000 4 4











Total value of remuneration $2,208,917 $2,121,226

The total value of the remuneration (other than reimbursement of expenses) paid or payable to trustees in their

capacity as Trustees from the Board during this financial year.

The following fees were earned by members of the Board

during the year.


29. Compensation and other benefits upon leaving

2014 2013

Actual Actual

$000's $000's

Total 32 23

Number of people 1 1

30. Explanation of Major Variances

Explanations for major variances from Te Kura's budgeted figures for 2014 are as follows:

Statement of comprehensive income

- Government Funding was lower than budget for the year due to a lower than expected number

of students. Total EFTS for 2014 were 7,306, Budget 7,680 - a decrease of 4.8%.

Actual $43.592m, Budget $44.968m.

- Finance Income was higher than budget for the year due higher than anticipated cash reserves and

a surplus position at year end.


- Personnel costs were lower than budget due to vacancies held or delay in appointment of staff, lower

than budgeted expenditure on contractors, travel and learning and development.


- Operating costs were lower than budget due to the impact of digitisation and lower student numbers,

later than budgeted securing of office premises and professional services expenditure lower than budget.


- Depreciation was lower than budget due to lower than budgeted capital expenditure arising from the

deferral of some capital projects.


Statement of financial position

- There was a higher than expected other financial assets balance due to lower expenditure

than budgeted enabling funds to be invested. Actual $8.348m, Budget $7.736m.

- Creditors & Other payables were lower than budget due to a decrease in creditors and

accruals resulting from reduced expenditure throughout the year. Actual $3.855m,

Budget $5.111m.

- Non Current Assets are lower than budget due to deferral of some capital projects.

Actual $13.339m, Budget $15.170m

Statement of changes in equity

The major variation occurred due to the surplus for the year.

The total value of compensation or other benefits paid or payable to persons who ceased to be

trustees, committee member, or employees during the financial year in relation to that cessation and

number of persons to whom all or part of that total was payable was as follows:


31. Related Party Transactions

Crown/Government

Te Kura o Te Kura Pounamu ("Te Kura") is a New Zealand domiciled state school within the meaning

ascribed to that term by the Education Act 1989. The Government significantly influences the roles of Te

Kura as well as being its major source of revenue.

Te Kura may enter into transactions with Government Departments, Crown Entities and State Owned

Enterprises on an arms length basis. These transactions are not separately disclosed because they are

conducted on an arms length basis and in the normal course of business.

Members of Board and Key Management

During the year Te Kura purchased services from Western Institute of Technology, a provider of education

courses and teaching resource material, of which Board of Trustees Chair Karen Sewell is a Mentor to the

Leadership Team. These services were supplied on normal commercial terms at a cost of $8,853.62 with a

nil outstanding balance at year end. (2013: cost $2,418.33; balance outstanding at year end nil.)

During the year Te Kura purchased services from The Waikato Institute of Technology, a provider of

education courses, of which Board of Trustees member and RAC Chair Maxine Moana-Tuwhangai is a

Councillor. These services were supplied on normal commercial terms at a cost of $9,776.02 with a nil

outstanding balance at year end. (2013: cost $1,975.00; balance outstanding at year end nil).

During the year Te Kura purchased services from CORE Education Limited, a provider of education courses

and teaching resource material, of which Board of Trustees member Gillian Heald is a Trustee. These

services were supplied on normal commercial terms at a cost of $41,682.51 with a nil outstanding balance

at year end. (2013: 12,217.41, balance outstanding at year end $1,545.41.)

During the year Te Kura purchased services from NZ Qualification Authority, managers of the NZ

Qualifications framework and administrators of the assessment of the secondary school assesment system

of which Board of Trustees member Gillian Heald is a Trustee. These services were supplied on normal

commercial terms at a cost of $7,983.20 with a nil outstanding balance at year end. (2013: cost $39,612.92;

balance outstanding at year end nil.)

During the year Te Kura purchased services from Manukau Institute of Technology, a provider of education

courses and teaching resource material, of which Board of Trustees Stuart Middleton is a Director. These

services were supplied on normal commercial terms at a cost of $3,720.00 with a nil outstanding balance at

year end. (2013: $90 with balance outstanding at year end nil.)

During the year John Nisbet was employed by Te Kura and was a Board of Trustees member (in the capacity

of staff representative; term expired June 2013). As an employee John has received payments for salary

expense reimbursements. These payments have not been disclosed due to confidentiality but have been

made available to the auditors.


32. Financial Instruments Risk

The carrying value of cash and cash equivalents, accounts receivable, investments and amounts owing

by Te Kura are all considered to be equivalent to fair value. Amounts owing to Te Kura by the

Ministry of Education are considered to be risk-free.

Currency risk

Currency risk is the risk that the fair value or future cash flows of a financial instrument will fluctuate

because of changes in foreign exchange rates. Te Kura holds no financial instruments with any

currency risk and, accordingly has no exposure to currency risk. Te Kura has no currency exposure

in terms of overseas revenue as all fees are stated as payable in local currency.

Interest rate risk

Interest rate risk is the risk that the fair value of a financial instrument will fluctuate or, the cash flows

from a financial instrument will fluctuate, due to changes in market interest rates. The primary imperatives

underlying cash management policies of Te Kura are to:

(a) ensure sufficient liquidity to enable operational and capital expenditure commitments to be met, and

(b) invest in risk-free or near risk free investments.

However, subject to these constraints the Board seeks to minimise exposure to interest rate risk on

investments due to fluctuating interest rates by acquiring investments with a range of short-term maturity

dates.

All investments are for less than twelve months.

Credit risk

Credit risk is the risk that a third party will default on it's obligations to Te Kura, causing Te Kura

to incur a loss.

In the normal course of its business, credit risk arises from debtors, deposits with banks and derivative

financial assets. Maximum credit risks are disclosed in the Statement of Financial Position. The

concentration of credit risk in respect of cash and cash equivalents is mitigated by investing with

high credit rating registered banks (in accordance with section 73 of the Education Act 1989).

The following cash at bank represents a concentration of credit risk:

2014 2013

Actual Actual

$000's $000's

Westpac Bank Limited 5,909 8,168

ANZ Bank NZ Limited 2,439

8,348 8,168


33. Financial Instruments Risk (Cont'd)

Liquidity Risk Management

Ultimate responsibility for liquidity risk management rests with the Board of Trustees, which has built an

appropriate liquidity risk management framework for the management of short, medium and

long term funding and liquidity management requirements of Te Kura.

Te Kura manages liquidity risk by maintaining adequate reserves and by continuously monitoring

forecast and actual cash flows and matching the maturity profiles of financial assets and liabilities.

Capital Management

Te Kura assesses the availability of accumulated surplus and the funding provided by the Ministry

of Education in the calculation of capital available. There are no externally imposed restrictions on capital.

There has been no change during the year to the exposure to market risks or the manner in

which the risk is managed by Te Kura.

34. Events after the balance date

Due to delays in the audit process Te Kura missed the statutory reporting deadline of 31 May 2015.


10i Independent Auditor's Report For the Year Ended 31 December 2014

To the readers of Te Aho o Te Kura Pounamu financial statements for the year ended 31 December 2014

The Auditor-General is the auditor of Te Aho o Te Kura Pounamu (Te Kura). The Auditor-General has

appointed me, Jacqueline Robertson, using the staff and resources of Deloitte, to carry out the audit of

the financial statements of Te Kura on her behalf.

We have audited the financial statements of Te Kura on pages 43 to 75, that comprise the statement of

financial position as at 31 December 2014, the statement of comprehensive income, statement of

changes in equity and statement of cash flows for the year ended on that date, and the notes to the

financial statements that include accounting policies and other explanatory information.

Opinion

In our opinion the financial statements of Te Kura on pages 43 to 75:

- comply with generally accepted accounting practice in New Zealand; and

- fairly reflect Te Kura’s:

- financial position as at 31 December 2014 and

- financial performance and cash flows for the year ended on that date.

Our audit was completed on 29 July 2015. This is the date at which our opinion is expressed.

The basis of our opinion is explained below. In addition, we outline the responsibilities of the Board of

Trustees and our responsibilities, and we explain our independence.

Basis of opinion

We carried out our audit in accordance with the Auditor-General’s Auditing Standards, which incorporate

the International Standards on Auditing (New Zealand). Those standards require that we comply with

ethical requirements and plan and carry out our audit to obtain reasonable assurance about whether the

financial statements are free from material misstatement.

Material misstatements are differences or omissions of amounts and disclosures that, in our judgement

are likely to influence readers' overall understanding of the financial statements. If we had found material

misstatements that were not corrected, we would have referred to them in our opinion.

An audit involves carrying out procedures to obtain audit evidence about the amounts and disclosures in

the financial statements. The procedures selected depend on our judgement, including our assessment of

risks of material misstatement of the financial statements, whether due to fraud or error. In making those

risk assessments, we consider internal control relevant to Te Kura’s preparation of financial statements

that fairly reflect the matters to which they relate. We consider internal control in order to design audit

procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on

the effectiveness of Te Kura’s internal control.


An audit also involves evaluating:

- the appropriateness of accounting policies used and whether they have been consistently applied;

- the reasonableness of the significant accounting estimates and judgements made by the Board of

Trustees;

- the adequacy of all disclosures in the financial statements; and

- the overall presentation of the financial statements.

We did not examine every transaction, nor do we guarantee complete accuracy of the financial

statements. Also we did not evaluate the security and controls over the electronic publication of the

financial statements.

During our audit we assessed the risk of material misstatement arising from the Novopay payroll system

that was introduced by the Ministry of Education in August 2012. Our assessment of risk acknowledges

that the financial statements may contain errors arising from the Novopay payroll system, but that the

cumulative effect of the errors is unlikely to influence readers' overall understanding of the financial

statements. We performed audit procedures that included:

- assessing the extent to which Te Kura staff, and the Board of Trustees, have examined the year

end Novopay payroll reports to satify themselves that the payroll total for the year, and the

associated payroll related disclosures that are included in the financial statements, are materially

correct; and

- carrying out other independent audit tests and procedures to examine the payroll total for the

year, and the associated payroll related disclosures, as reported in the financial statements.

As a result of these audit tests and procedures we have obtained all the information and explanations we

have required, including obtaining sufficient information about the payroll totals and the associated payroll

related disclosures, and we believe we have obtained sufficient and appropriate audit evidence to provide

a basis for our opinion.

Responsibilities of the Board of Trustees

The Board of Trustees is responsible for preparing financial statements that:

- comply with generally accepted accounting practice in New Zealand; and

- fairly reflect Te Kura’s financial position, financial performance and cash flows.

The Board of Trustees is also responsible for such internal control as it determines is necessary to enable

the preparation of financial statements that are free from material misstatement, whether due to fraud or

error. The Board of Trustees is also responsible for the publication of the financial statements, whether in

printed or electronic form.

The Board of Trustees’ responsibilities arise from the Education Act 1989.

Responsibilities of the Auditor

We are responsible for expressing an independent opinion on the financial statements and reporting that

opinion to you based on our audit. Our responsibility arises from section 15 of the Public Audit Act 2001

and the Education Act 1989.


Independence

When carrying out the audit, we followed the independence requirements of the Auditor-General, which

incorporate the independence requirements of the External Reporting Board.

Other than the audit, we have no relationship with or interests in Te Kura.

Jacqueline Robertson

Deloitte

On behalf of the Auditor-General

Wellington, New Zealand

This audit report relates to the financial statements of Te Aho o Te Kura Pounamu for the year ended 31 December

2014 included on Te Aho o Te Kura Pounamu's website. The Board is reponsible for the maintenance and integrity

of the entity's website. We have not been engaged to report on the integrity of the entity's website. We accept

no responsibility for any changes that may have occurred to the financial statements since they were initially

presented on the website. The audit report refers only to the financial statements named above. It does not provide

an opinon on any other information which may have been hyperlinked to/from these financial statements. If readers

of this report are concerned with the inherent risks arising from electronic data communication they should refer to

the published hard copy of the audited financial statements and related audit report dated 29 July 2015 to confirm

the information included in the audited financial statements presented on this website. Legislation in New Zealand

governing the preparation and dissemination of financial statements may differ from legislation in other jurisdictions.


Te Aho o Te Kura Pounamu

11 Portland Crescent, Thorndon, Wellington, New Zealand

Private Bag 39992, Wellington Mail Centre, Lower Hutt 5045, New Zealand

Telephone: 0800 65 99 88

www.tekura.school.nz

2014 annual report - tekura.school.nz · kura has worked closely with big picture education...

Documents