northern health school documents/annual...another initiative has been the opening of the northern...

Northern Health School

ANNUAL REPORT AND

FINANCIAL STATEMENTS

2016

The opening of the new Taranaki unit.

School Northern Health School

Institution number 1210

AddressOtago University Building, Level 6, 385 Queen Street, Auckland 1010

Postal Address Private Bag 99907, Newmarket, Auckland 1149

Phone 09 520 3531

Fax 09 520 3591

Email [email protected]

NORTHERN HEALTH SCHOOL 1

CONTENTS

2 OUR SCHOOL

3 CHAIRPERSON'S REPORT

4 PRINCIPAL'S REPORT

6 BOARD AND STAFF

11 NORTHERN HEALTH SCHOOL CHARTER GOALS AND TARGETS

12 MISSION STATEMENT AND VALUES

13 SPECIAL CHARACTER STATEMENT

14 VARIANCE REPORT

26 ANNUAL ACCOUNTS 2016

28 AUDITOR'S REPORT

30 STATEMENT OF RESPONSIBILITY

31 STATEMENT OF COMPREHENSIVE REVENUE AND EXPENSE

32 STATEMENT OF CHANGES IN NET ASSETS/EQUITY

33 STATEMENT OF FINANCIAL POSITION

34 STATEMENT OF CASH FLOWS

35 NOTES TO THE FINANCIAL STATEMENTS


OUR SCHOOL

Northern Health School is one of three special state schools set up by the Ministry of Education to provide education support for students with high health needs. Our geographic region stretches from Ohakune to North Cape including New Plymouth and Gisborne and areas to the south of both cities.

OUR SERVICE

Once a student is admitted to our roll, our teachers develop an ILP (Individual Learning Plan) in consultation with the student, the student's regular teacher, parents, medical personnel and any other relevant people.

Students remain on the roll of their regular school while receiving assistance from NHS personnel. In most cases we also assist students with transition back to school as their medical situation improves.

We work with students in hospital, in their homes and in our own student support centres based at our various units. During the student's transition back to school process, we will sometimes work with them in their regular classroom for short periods in association with their class teacher.

ELIGIBILITY

Students from years 1—13 who have been, or are expected to be, away from their regular school because of serious illness can receive support from Northern Health School teachers. If a student is not in hospital, their application for admission must be supported by a medical certificate from a registered medical practitioner.

ENQUIRIES

Our Auckland office can be contacted by telephone on 09 520 3531 or, if you are out of Auckland, on 0800 153 002. Our postal address is Private Bag 99907, Newmarket, Auckland. Our email address is [email protected]. Each of our units can be contacted by telephone as listed below.

LOCATION

Our administrative base is located at Otago University House, 385 Queen Street (Level 6), Auckland City and our principal and deputy principal work from offices there. Our school extends across 19 locations, with two units based in major hospitals, others on the sites of local schools and some in commercial premises leased by the Ministry of Education. Most of our units include a student support centre where teachers can work with individuals or groups.

We have staff located at

Auckland Auckland Auckland Auckland AucklandAuckland Auckland AucklandAuckland Auckland GisborneNorthland Rotorua Taranaki Taupo Tauranga ThamesWaikato Waikato WhakataneTe Kahu Toi

Otago University House, 385 Queen Street Auckland North Unit, Rosedale Auckland Central Unit, Queen Street Auckland South Unit, Papatoetoe Child & Family Unit, Auckland HospitalRonald McDonald House, Auckland HospitalStarship, Auckland Hospital Wilson Centre, Devonport Pohutukawa Unit, Pt Chevalier Youth Transitional Programme, Greenlane c/o Kaiti School, Kaiti Rathbone Street, Whangarei Hinemoa Street Bonithon Avenue, New Plymouth c/o Mountview School Fraser Street Mackay Street Rongo Atea Centre, Hamilton c/o Whitiora School, Hamiltonc/o Apanui SchoolChurch Street, Penrose, Auckland

(09) 520 3531 or 0800 153 002 (09) 520 7750 (09) 520 3531 or 0800 153 002 (09) 250 4567 (09) 307 4949 ext 22515 (09) 303 1365 ext 866 (09) 309 7869 (09) 489 6526(09) 520 3531 or 0800 153 002 (09) 529 2609 (06) 868 9754(09) 459 6068 (07) 343 9921 (06) 757 9245(07) 378 5395 (07) 578 2635 (09) 520 3531(07) 839 0516 (07) 839 0516 (07) 308 2526 (09) 520 7706


CHAIRPERSON'S REPORT

The Board’s year could be summarised as providing stable governance structure while managing change. There have been lots of changes from new Board appointments and a new Board Chair to opening of new units, services and new building for the main school office.

Board elections provided change and a smooth transition to a new Board Chair Michael Stowers, with former Chair Tony Cooper remaining on the Board. We thanked and farewelled outgoing Board members Marilyn Shearer and Trevor Kilpin for their service and contribution. New appointees Rachel Mason and Margi Watson brought new ideas and fresh perspective and so the current Board retains a good mix of experience, skills and diversity.

At the beginning of the year we attended a turning of the turf ceremony with representative of the new Kauri Flats School Board and local representatives, including MP for the area Judith Collins, to mark the first steps towards building the new school, planned to open in 2017. Changes have meant delays in its completion and it will now be mid 2017 before our South Auckland unit can move there.

Each year we schedule two Board meetings outside of the Auckland area. This is a good opportunity for the Board, the respective school unit staff and the local community engage with each other. This year we visited Taranaki to coincide with the opening of the new unit to which local community representatives were invited. We were greeted with an impressive Maori welcome and cultural performance from the local schools kapa haka group. The new building and modern classrooms feature an innovative design which is a great resource for the education of our students.

The second offsite meeting was at the Te Kahu Toi unit which had been operating a few months only from their premises in Penrose. This visit gave us an appreciation of the challenges our staff face with the high needs and behavioural issues of the students they are presented with.

The biggest change this year has been the move from Mountain Road premises to new location in Queen Street. Thanks to the principal and his staff, the great deal of time involved with the planning, design and logistics has resulted in a modern learning environment enjoyed by all.

The annual combined Board conference was hosted by Northern Health School. This was a success with professional development sessions, lots of discussion, collaboration and ideas on how we can work better together representing the views of the health schools as one voice when responding to Ministry issues and concerns. This is further enhanced with regular joint Board chair and Principal communication.

Another initiative has been the opening of the Northern Health School Te Kahu Toi unit, targeted at supporting students in the youth justice system. The Board responded to the Ministry of Education invitation to develop a specialised assessment unit for students presenting significant social-behavioural problems. It is good to see this unit working effectively.

Alongside the above, as part of a nationwide initiative from the Ministry, the school submitted a proposal to employ facilitators; however progression to service provider status was unsuccessful.

The challenges continue to be an ever increasing roll year on year and ensuring there are adequate resources in teaching, support staff and facilities infrastructure. This challenge is incorporated in our strategic three year planning process and annual budget process.

Changes in the health and safety laws and increased penalties for those found to be non-compliant have seen an increase in the review of documentation, systems, policies and procedures to ensure changes have been made so that the school is compliant with new legislation.

The Board continues to support and encourage professional development with Northern Health School staff. The Principal and senior management team allow several days per year for all staff to attend professional development both centrally in Auckland and at a local level with each school unit.

I would like to thank my fellow Board members for their invaluable contributions and skills they bring to each meeting.

My thanks must go also to the stable leadership provided by the hard work and commitment of the Principal Richard Winder, his senior management team and all the staff of Northern Health School.

Ia Manuia.

TAGALOA MICHAEL STOWERS CA

Board Chair

MICHAEL STOWERS Board Chair


PRINCIPAL'S REPORT

This year marks the changing of the guard in governance terms and the appointment of a new Board of Trustees. My thanks to the outgoing Board and welcome back to those who have been selected to serve another term. It is also good to welcome new Board members Rachel Mason and Margi Watson who have added another dimension to the way the Board works and to new Board chair, Michael Stowers.

2016 was a challenging year in a staffing and roll growth sense. We are used to the roll growing steadily through the year and peaking in the third term; however this year saw a lower than anticipated roll to start the year and slow growth initially followed by much faster growth to a new highest ever peak. The team worked hard, especially later in the year with higher than usual student numbers and, in the end, we managed to stay within $30 of our staffing entitlement.

Numbers continue to follow an overall 8%–10% increase annually and to nearly double from February to November. Our senior management team are to be commended on their creative and innovative ways of managing the growth and my thanks goes to our teaching staff whose flexibility makes it possible to offer a high level of service to students.

Our NCEA results again show that despite being unwell, our students achieve at a higher rate than the New Zealand average. This is a testament to the high quality teaching that we are able to offer.

As a school we have been working for some time to develop our on-line presence and capability. This year saw Te Kura’s move towards full on-line delivery gather pace and this has had quite an impact upon both students and staff.

For some this has been a positive experience, allowing for more interesting content and easy access to programmes and teachers. Booklets no longer have to be posted to and from the teacher, sometimes taking weeks to make the round trip back to the student. Instead assignments are “posted” to Dropbox and are instantly available to the teacher.

For others, however, slow or non-existent internet access has been a constant battle. The school has hardware to loan to students, but without an internet connection there is a limit to what can be done.

Kerry Watkins has again led the school’s professional development programme, organising a series of regional clusters of NHS units as well as a whole school event for teachers and another for support staff. This style of professional development allows staff to share their expertise with each other, gives them access to expert presenters and has the added benefit of allowing people who rarely see each other the opportunity to work together.

Another positive professional development move has been the establishment of small groups of three teachers working together following a collaborative, inquiry-based model. Dubbed THRils groups, as there are three staff in each one, these groups have been very successful. The teams are selected from across the school and this facilitates cross-unit collaboration as well as personalised professional development.

The development of the new Queen Street site means that we are much better placed to host such events ourselves. Unfortunately the development was not ready for our whole school professional development planned for 2016 and we had to re-locate to a local hotel. We expect that 2017 will see such events in house.

The development of Queen Street as the administrative base for the school has resulted in a fantastic space which works well for both staff and students. The move to a more open plan work environment has been a challenge for some who have been used to working in small separate offices but the flexibility and the space it offers is a far cry from the old Regional House building.

Progress on other building projects has been disappointingly slow. Projects to re-locate Northland and Tauranga have stalled, while the fit out of our new Waikato facility has stopped altogether. We are hoping that as the recent Ministry re-structure beds in, this will move forward again.

On a more positive note, the new school build in Takanini, South Auckland is progressing and we expect to be able to move in mid May 2017.

The three Health Schools have also been working with the Ministry to develop a five year property plan which we hope will make property changes more seamless in the future.

RICHARD WINDER NHS Principal


This year has seen the Te Kahu Toi unit coming into its own. Having a place to work from meant that they have been able to work with students, something not possible while no property was available. The unit has seen a number of students pass through the assessment hub and, supported by the team, then transition into school placements.

The unit has seen a number of staffing changes and this has highlighted the current shortage of psychologists. Until now, NHS has been somewhat immune to the vagaries of the job market. We have been seen as a school of choice and have attracted large numbers of applicants for positions within the school. While this is still the case for most of the school, the tightening job market in Auckland is starting to be an issue.

In 2016 three Auckland-based teaching staff have left to move to smaller provincial towns. Advertisements for replacements late in the year have had few applicants and it would seem that we may have to be a little more proactive in finding staff and maintaining flexibility.

Analysis of the NHS workforce shows that the team is not as old as might have been thought. The average age of teachers sits at 51 and there is a fairly even spread of ages. The workforce spread follows our policy of employing experienced staff to better meet the needs of the students.

The end of the year saw the last NHS units connected to the internet via the Ministry’s network for Learning (N4L) system. This has made a huge difference to the quality of our connections, not to mention their cost. We are now in a position to start moving more of the school’s systems into the “cloud”, something that was not possible with older, slower connections.

The three Health Schools continue to work closely together, with a combined Boards conference each year hosted by each school in turn. A recent area of focus has been on the proposed changes to the Education Act. We have looked closely at these and while some are unlikely to have much effect upon our students, other areas such as the Communities of Online Learning we see as problematic.

The three schools made a detailed submission and it was a very interesting experience to make the submission in person to the select committee and to have a past student take part was a positive touch as well. It is often the case that initiatives are proposed without any thought to specialised services such as ourselves and it is always good to have the opportunity to make submissions.

Another opportunity presented itself to the Health Schools in the form of an RFP to provide a team of facilitators across the country to support the Intensive Wraparound Service psychologists. These staff are expected to take some of the administrative load from psychologists and allow them to focus more on what they do with students. It was great to work with the Southern Health School in this regard and even though we were not successful, it was worth the effort.

The end of the year saw the completion of twelve months of mentoring style support for Alternative Education tutors by teachers in our Northland team. This has been a collaborative initiative with the Ministry and the cluster of Northland schools providing Alternative Education. The feedback has been very positive and we have collectively decided to continue this contract into 2017. My thanks to the Northland team for your work in this area.

It has been a challenging year, but one where progress has been made and I am grateful to the staff and the Board for the professional way the team works to provide education support for our students.

RICHARD WINDER Principal


MICHAEL STOWERS Chairperson

TONY COOPER Trustee

RICHARD WINDER Principal

RACHAEL MASON Trustee

MARGI WATSON Trustee

PAREAUTE PANAPA-SOLOMON Trustee

ROSEMARY GORMACK Staff Trustee

POLLY SMITH Trustee

BOARD AND STAFF

BOARD MEMBERS 2016

POSITION NAME OF TRUSTEE STATUS TERM EXPIRES OCCUPATION

Chairperson Michael Stowers Ministerial appointment May 2019 Chartered Accountant

BOT member Richard Winder Principal Ongoing Northern Health School

BOT member Rachael Mason Ministerial appointment May 2019 Director of Human Resources

BOT member Tony Coooper Ministerial appointment May 2019 Operations Manager

BOT member Margi Watson Ministerial appointment May 2019 Local Body Councillor

BOT member Pareaute Panapa-Solomon Ministerial appointment May 2019 Manager

BOT member Rosemary Gormack Staff appointed May 2019 Teacher

BOT member Polly Smith Co-opted May 2019 Tertiary Student

BOT member Marilyn O’Brien-Shearer Ministerial appointment May 2016 Psychotherapist

BOT member Trevor Kilpin Co-opted May 2016 Educational Consultant


STAFF MEMBERS 2016

NAME POSITION LOCATION/UNIT

Richard Winder Principal Queen StreetKerry Watkins Deputy Principal Queen StreetSUPPORT STAFF

Jan Carlson Business Manager Queen StreetChristine MacKenzie Administration support Queen StreetFrancis Kerrigan Administration support Queen StreetLucy Wongso Roll Administrator Queen StreetLynda Lindsay Administration support Queen StreetAlison Wells Teacher aide / administration support Auckland CentralSuzie Thomson Teacher aide / administration support Auckland CentralTania Dunn Teacher aide / administration support Auckland NorthDonna Miers Teacher aide / administration support Child & FamilyKylie Taylor Teacher aide / administration support GisborneLouise O'Hagan Teacher aide / administration support NorthlandVirginia Whittle Teacher aide / administration support NorthlandGiles Carter Teacher aide PohutukawaJocelyn Eaddy Teacher aide / administration support Ronald McDonald HouseJanene Ardern Teacher aide / administration support RotoruaMary O'Carroll Teacher aide / administration support South Auckland UnitKaren Brumfit Teacher aide / administration support StarshipJoanne Williams Teacher aide / administration support StarshipApril Leng Teacher aide / administration support TaranakiCarla McKenna Teacher aide / administration support TaupoHeather Spalding Teacher aide / administration support TaurangaJanine Henderson Teacher aide / administration support TaurangaJocelyn Coppins Teacher aide / administration support Te Kahu ToiAaron Paterson Teacher aide Te Kahu ToiLindsay MacGilvray Teacher aide Te Kahu ToiPaula Maxwell Teacher aide / administration support ThamesTrish Marr Teacher aide / administration support ThamesTheresa Boyd Teacher aide / administration support Tu Rangatahi

Carmel Jesney Teacher aide / administration support WaikatoLeigh Thompson Teacher aide / administration support WaikatoBronwyn Kamphorst Teacher aide / administration support WhakataneLara Ross Teacher aide / administration support Wilson UnitAUCKLAND CENTRAL

Jane Marsden Associate Principal Amber de Boer TeacherAnn Tucker TeacherAnna Benton-Guy TeacherAnnette Mitchell TeacherCraig Halonen Deputy LeaderCushla Brown TeacherFiona McKinlay Deputy LeaderIan Hunter TeacherJulie Littlechild TeacherNatalie Paltridge TeacherPhyllis Walker TeacherPiali Dasgupta TeacherSharon Holderness TeacherShelley Scarlett TeacherTim Stewart Teacher



AUCKLAND NORTH

Joanne Anderson Associate PrincipalAnnette Scully TeacherChrissy Marshall TeacherErin Norris TeacherHannah Terstappen TeacherJody Grasby TeacherKiri Fitt Teacher

CHILD & FAMILY

Gaynor Brown Senior TeacherAnne Wilson TeacherStuart Frost Teacher

GISBORNE

Rebecca Cowper Teacher – Unit Leader Rozie Grimmett TeacherSally Willis Teacher

NORTHLAND

Karen Abel Associate Principal Beryl Smith TeacherGuy Muller Deputy Leader Jenny Sergeant Teacher Jo Reddy Teacher Kelly Middleton Teacher Kirsty Andrews TeacherLinda Nash Teacher Maggie Wilkinson TeacherPeggy Ann Colville TeacherRoz O'Shea TeacherTasma Skinner TeacherTerrianne Duff TeacherValarie Carter Teacher

POHUTUKAWA

Craig Halonen TeacherRONALD MCDONALD HOUSE

Marion Nevin Teacher – Unit Leader Jozie Sharp TeacherROTORUA

Mary Carroll-Jones Senior Teacher

Carey Bennett TeacherJen Bridson TeacherKaren Archer TeacherKaren Gillespie TeacherSOUTH AUCKLAND

Estelle Hunter Associate PrincipalAnna Murphy TeacherBernadette Phillips TeacherBriar Palmer TeacherEmma Wild TeacherJackie Morgan TeacherJanet Walter-Kerr TeacherTracy Litten Teacher



STARSHIP

Jan Melbourne Associate PrincipalEmma Hopner TeacherJoanna Shanks TeacherMarianne Senn TeacherLesley Gardner TeacherRosemary Gormack Teacher

TARANAKI

Viv Clarke Teacher – Unit LeaderEvelyn Gibbs TeacherJennifer Hoskin-Leece TeacherLaura Webster- Kumeroa TeacherPhillipa Moffat TeacherTracey Cocker Teacher

TAUPO

Maaike Clapcott Team Leader Joanne Redden TeacherKate Fowler Teacher

TAURANGA

Robyn Meikle Associate PrincipalAbbey Honey TeacherChristine Mason TeacherCraig McFarlane TeacherFrances Hasson TeacherKiely Cummings TeacherMargaret O'Donnell TeacherMegan McLellan TeacherSam Opie TeacherSharlene Petersen TeacherShona Woodhead TeacherTanya Gray TeacherTracy Parker TeacherWendy Hamilton TeacherYolande Fenneman Teacher

TE KAHU TOI

Mia Dabbous Unit ManagerAriana Gordon-Glassford TeacherErica Voisin PsychologistGabrielle Cornelius PsychologistGraham Tatana Cultural AdvisorKate Silby Lee MarshLee Marsh PsychologistLindsay Brandt PsychologistMihaere Emery MentorRona Linde PsychologistRose Down Teacher

THAMES

Megan Smith Team Leader Duncan Graham TeacherYvonne Tingle Teacher

TU RANGATAHI

Stuart Frost Teacher



WAIKATO

Diane Batey Associate PrincipalCheryll Robertson TeacherHeather-anne Lang TeacherLes Davidson Teacher (Rongo Atea)Michelle Hamilton TeacherNicola Lumsden TeacherNilam Chandra TeacherSue McLeish TeacherTracey Bourke Teacher

WHAKATANE

Christine Hennessy-Prinz Team Leader Mariska Hendrik-Straw TeacherRuth Vullings Teacher

WILSON

Lynn Godfrey Teacher

GOOD EMPLOYER REPORT

The Board's employment policy and procedures have been followed with all appointments made during the year. Staff have been selected with a view to the best person to meet the needs of the unit and the students. All units have started the year with a minimum of 80% permanent teaching staff and this has been reviewed and positions advertised and filled as per the policy. The Board's EEO procedures have been followed and a fair and transparent process has been used for all appointments.



CHARTER GOALS AND TARGETS

2016


MISSION STATEMENT

Through partnership and innovation we inspire and enrich quality continuous

individualised learning.

VALUES

COMMITMENT to learning and the learner

COMPASSION inherent in all that we do

ACHIEVEMENT through setting and achieving learner centred goals

RESPECT for culture, diversity and each other

EQUITY of opportunity for all learners.

VISION

The learner is the reason and the focus of all we do.

Every learner receives an education, no matter what their illness, where they live, or what path they want

to follow.

The learners’ voices and choices are central to everything.

High quality staff deliver consistency and cohesiveness across the school.


SPECIAL CHARACTER STATEMENT

Northern Health School (NHS) is governed by a Ministerial appointed Board of Trustees and provides education for school aged learners unable to attend their school of enrolment due to serious illness. Learners are admitted to NHS while remaining enrolled at their School of Enrolment (SE).

The school also has responsibility for students with behavioural challenges through the Te Kahu Toi initiative in Auckland.

NHS teachers provide learning programmes from years 1 to 13 in homes, hospitals, support centres and other suitable environments. An individual learning plan (ILP) is developed in association with the learner’s regular school, medical teams, caregivers and other interested parties. Full curriculum coverage is not always appropriate due to the effects of illness. The focus is on the learner’s education progress and transition to school, employment or tertiary study, while taking into account relevant health factors.

It is the responsibility of the school at which the individual learners are enrolled to report on their progress and achievement in relation to National Standards or Ngā Whanaketanga Rumaki Māori. NHS teachers provide assessment information to assist the school of enrolment in meeting these requirements.

Reporting on progress to learners, parents and the regular school, is through the ILP, while aggregated information is prepared for the Northern Health School Board of Trustees. As health conditions and time on the roll vary greatly, it is not possible for NHS to report on progress in relation to a school-wide age or year level cohort. NHS measures student progress against the achievement of their individual ILP curriculum goals and national norms and averages.

NHS EMBRACES THE PRINCIPLES OF THE TREATY OF WAITANGI

The Northern Health School aims to provide programmes that reflect and include Te Reo Maori and Tikanga Maori, and which include reference to New Zealand’s unique cultural heritage and diversity. The Northern Health School aims to accommodate students who are enrolled in bilingual classroom situations and full immersion kura kaupapa.

Where students have been instructed in Te Reo Maori at their school of enrolment, NHS staff will take all reasonable steps to facilitate this. These steps may include the use of programmes provided by Te Kura (the Correspondence School), the student’s school of enrolment and our own staff and learning resources.

School community consultation is undertaken at an individual family level, alongside the ILP process. Individual goals and programmes that meet the needs of the student educationally, culturally and in terms of their illness are agreed.

NHS staff participate in professional development, including the Ka Hikitia strategy. NHS employs staff with specific responsibility for this area to increase their awareness and skill in making programmes of work and their delivery culturally appropriate.


Strategic Area 1: PEDAGOGY, LEARNING AND THE CURRICULUMKEY STRATEGIC THREE YEAR GOAL: The Board supports the staff in the provision of high quality learning outcomes for all students.

LONG TERM GOAL 1

All programmes are learner focused.

PLANNED ACTIONS LED BY TIMEFRAME PROGRESS RESULT ACHIEVED

Investigate and improve the level of consistency within learning environments across the school.

SMT Much more consistency of physical space provision across the school. Sharing of ideas and systems has led to a wider range of ways environments are used.

Analyse and report student locus of control data from surveys.

Principal Term 1 2016 Baseline data collated and shared through Regional PD.

Term 1 data shared with Staff as a baseline.Term 3 discussion with teams identified a high level of consistency in what staff perceive and commitment to giving students control of their learning wherever possible.

Coordinate professional development to support learner focused programmes.

DP Reported Dec 2016

PD programmes has focused on the Learner and staff have been challenged to review their practice in this area.

OPERATIONAL TARGETS

Targets 2016 Student data shows they perceive themselves having more than 50% input into programme planning.

75% of students reported that they had at least 50% input. Target met

Reasons for Variance There is programme consistency across the school Target met; no variance.

Evaluation / Future Directions

The school now has much more consistency across the various physical environments and there is a high level of consistency in the way learners and teachers view locus of control. Teachers display a high level of focus on the individual learner and programmes are learner centred within the constraints of NCEA and the stated needs of the school of enrolment.

LONG TERM GOAL 2

Innovation is encouraged and best practice shared.


Collect and share on-line learning innovations, techniques and tools, including te Kura online programmes.

Specific MU holders

Ongoing; reported Dec 2016

Term 3: Unit-based discussions and sharing of innovations and experiences across the school.

Staff have had several opportunities to share the way they use on-line learning and especially the Te Kura programmes through school-wide PD and within teams.

Research results shared with Board and staff.

Principal and DP

Term 2 2016 No research was conducted in 2016.

Increase staff confidence in the use of Lync to work on line with students.

Senior Staff

Term 3 2016 Due to the slow implementation of N4L we have not progressed this goal.

VARIANCE REPORT


LONG TERM GOAL 3

Transition planning informs learning programmes


Use transition goal reporting and next steps feature of SMS guidance area, to inform teacher practice.

Principal and DP

Term 3 2016 March: Next steps column incorporated into eTap. Discussions undertaken regarding detail of how to use it.Term 3: Next steps column reviewed with staff. Suggestions and experiences to feed into future development.

Following the review of the next steps in eTAP, further development will be undertaken in 2017 to improve its user-friendliness. Staff have discussed the way next step recording has been done and have reflected upon their own practice in this area.

LONG TERM GOAL 4

Awareness of our school’s services increased.


Conduct presentations with clusters of schools and interest groups.

Principal and DP

To coincide with unit openings and as opportunities arise.

Several unit leaders have conducted presentations in their local area. The blessing of our new Queen St office, the Kauri Flats site and TKT have all ben ???

Update and improve signage across the school.

Principal and Business Manager

Ongoing March: Taranaki Signage in place, discussions with neighbours regarding street front signage possibilities.May: access signage in Thames updated.

Units not being re-located have had their signage updated.

Conduct Board meetings in different NHS units and invite local stakeholders

Board Twice in 2016 May: Meeting in Taranaki with official opening.

The Board have met in Taranaki and Te Kahu Toi.

Staff and the community are informed and aware of the school’s strategic direction.


Publish Charter in all units and on-line

Board and Principal

2016 Term 1 March: Posters of goals prepared and circulated to units.

Posters in all units on display.

Highlight the NHS Charter Values, Mission and Vision in communications.

Board and Principal

2016 Term 2 Charter goals used as the basis for SMT meeting agendas and in each of the Principal’s unit chats across the school.

Integrate Facebook and website for seamless communication across the school’s web presence.

SMT Ongoing; reported Term 4 annually

April: Support from New Era sought to develop this area further.

There is now a Facebook/website link so news updates appear on both.


CURRICULUM TARGETS (NHS curriculum targets only apply to students well enough or on the roll long enough to be assessed.)

Targets 2016 Accurate data is reported to Board. Target met

80% of Y 1-8 students show progress greater than their increase in age on standardised assessment in English and Maths.

Target met

Y 1-8 section 9 students have National Standards reporting included in their ILP.

0 students Y 1-8 enrolled with section 9 agreement.

Schools of Enrolment for dual enrolled students in Y 1-8 receive data to assist in National Standards reporting.

Target met

NCEA results are equal to or better than the national average for the subject.

Target met for L1, L2 and Maori students (interim results only).

Maori and Pasifika NCEA results are better than the national average and equal to European students’ achievement.

Target met

Reasons for Variance 2016 targets met; no variance.


The numbers of students represented in each category are often very small, sometimes less than 10, so the numbers are affected by one or two good or poor performances. Overall student results in the initial NCEA reports for the 2016 school year are good and above the national average, with the exception of L3. Numbers of Maori and Pasifika student entering NCEA standards remain very small and work will continue in 2017 with staff, looking at reasons for this and ways of encouraging participation.NCEA results for Maori and Pasifika students remain positive and above the national average. Work will continue to assist NHS teachers to work in culturally appropriate ways and to assist all students to achieve in the way that is most appropriate for them; especially in terms of Maori achieving as Maori.In 2016 there were no students enrolled under a Section 9 agreement for whom National Standards data is required. Assessment data has been provided to the school of enrolment as required, but no reporting has been necessary.


Strategic Area 2: CULTURAL

KEY STRATEGIC THREE YEAR GOAL: Maori and Pasifika achievement is at least as high as achievement from other ethnic groups. Ministry of Education Priority One: Improving education outcomes for Maori and Pasifika students.

LONG TERM GOAL 1

Maori and Pasifika staff recruited.


Recruit staff with appropriate qualifications through community consultation.

Principal Ongoing; reported Dec 2016

April: TKT Manager role filled.Term 3: Aggressive advertising undertaken to find psychologists for TKT unit.

It has been challenging to find psychologists and an administration assistant for the Regional House team. The teacher job market is also tight, but staff have been employed to meet the needs of the school.

LONG TERM GOAL 2

A balance of Board members maintained.


Review the balance of ethnicity, gender and skills and co-opt as necessary.

Board Following the Board appointment process.

March: Application process for new Board under way.July: Ex-student co-opted onto the Board.

Ex-student representation on the Board.

OPERATIONAL TARGETS

Targets 2016 There is a balance of ethnicity within the Board. Target met

There is a gender balance within the Board. Target met

The Board contains a range of experience and skill. Target met

Reasons for Variance 2016 targets met; no variance.


The 2016 Board appointment process and subsequent co-option has seen some new people appointed and a Board with a wide range of skills. The Board have reviewed skills and balance and identified areas for co-option. The Board have a strong set of skills and believe they can represent the views of the parent and student community. The Board intend to continue to review their skill and representation status.

LONG TERM GOAL 3

Maori and Pasifika awareness of NHS is raised.


Identify key Maori and Pasifika leaders for consultation.

Principal Ongoing; reported Dec 2016

Term 3: Unit-based discussions identify local relationships in each area of the school.

Each unit has an understanding of who to approach in their community and they use these contacts as required.

Meet with local cultural groups and include in unit ceremonies or programmes.

Board and Principal


March: Blessing of Kauri Flats school site involving local Iwi.May: Planning for site blessing for TKT started.September: Blessing of the new Queen Street location undertaken.

A series of openings and blessings have been undertaken, led by local community Kaumatua. In each location where this has occurred we now have an ongoing relationship with someone from the local Iwi.


LONG TERM GOAL 4

Learning needs for each student are met in a culturally appropriate manner.


Develop staff ability to work in culturally appropriate ways.

Principal and DP


Term 1: Regional PD sessions undertaken and a cultural capability element included in each of them.

All staff have been included in PD to develop their skills in this area. Most staff feel comfortable working with students and families from a variety of cultural backgrounds.

Develop resources for staff working with Maori and Pasifika students.

Principal and senior staff


May: Pasifika resources distributed by unit holder.

Maori and Pasifika resources have been distributed, along with regular ideas and suggestions to all staff.


Strategic Area 3: PEOPLE AND PROPERTYKEY STRATEGIC THREE YEAR GOAL: High quality staff and infrastructure provide for the cultural and achievement needs of learners.

LONG TERM GOAL 1

National and International relationships maintained and extended.


Continue professional development and dialogue nationally and internationally.

Principal and DP


March: HELP planning for 2017 conference under way.September: Ronald McDonald House Charities visitors to be hosted by the school.

NHS senior staff have taken part in phone conferences with HELP teachers and in the planning for the 2017 Conference.

Principal and DP participate in HELP conference.

Principal and DP

April 2016 March: Planning for the 2016 HOPE Congress in place. Principal of CRHS to attend as well.

Decision made not to attend due to negative Government travel advisory.

Continue to participate in the LeHo project.

Principal and DP

Reported Dec 2016

The final LeHo report is now available to all staff.

Develop and maintain positive relationships with MoE, Te Kura and TKT partners.

Principal, EMT


March: Meeting with MoE Auckland to review population growth planning. Meeting with MoE Wellington to look at a 5 year property plan for RH Schools.August: Proposed property process developed by Darroch and circulated to health schools for comment.

Relationships with te Kura and the Ministry remain positive. The school has good links into the Ministry at both the local level and nationally.

LONG TERM GOAL 2

The school is staffed in a flexible and effective way.


Review and maintain the balance of permanent staff at each unit in relation to changes in roll numbers.

Principal and DP

Term 3 2016 September: Review of staffing for 2017 year undertaken.

The balance between permanent and fixed term staff has been maintained. Additional permanent staffing has been added where roll numbers have increased significantly.

Recruit permanent staff where necessary to bring the base staffing for all units to a minimum of 90%.

EMT Term 1 2016 The review was undertaken and the decision made to postpone the recruitment of a second DP. In the largest units a second deputy unit leader will be appointed for 2017.

NHS units prepared to staff roll growth in advance.

Principal and DP


August: Unit-based discussions identify systems and processes used in each unit and shared across the school.

Many units are now employing permanent part time staff. This has been a successful way of building flexibility, while retaining experienced staff.

Recruit final staff for TKT, including manager.

EMT, TKT manager

Term 3 2016 Manager recruited and appointed.


OPERATIONAL TARGETS

Targets 2016 The school is flexibly staffed. Target met

The school operates within its staffing entitlement. Target met

Reasons for Variance Target met; no variance.


Despite a lower than expected level of admissions at the start of the year, the school still managed to remain within its staffing entitlement for 2016. This was achieved through very careful management of staffing through the year and required higher than usual staff to student ratios. The roll also grew overall, with the peak roll for 2016 being higher than for all previous years. This and a higher average roll meant some extra staffing was required from MoE. The school will review its procedures for setting the start of year staffing in each unit with a view to being a lot more conservative. All units have worked to identify ways of enhancing staffing flexibility. The smaller units were able to manage roll growth without having to recruit more staff. In the larger units, growth was still challenging and required advertising during the course of the year for fixed term staff. In Auckland the effects of the teacher shortage were also evident in the reduced number of applicants for such positions. The school will continue to look for ways of enhancing flexibility and the unit leadership team aim to take recruiting action earlier in 2017.

LONG TERM GOAL 3

Staff have the specific knowledge and skill required to meet learners’ needs.


Identify curriculum needs in units prior to recruitment of new staff.

Principal and DP

As appointments are required

August: Curriculum needs identified in each team prior to advertising for 2017 staff.

2017 staffing advertised in accordance with needs identified with each team.

Improve the way subject expertise is shared across the school.

Principal and DP


Teachers with leadership responsibility in different subject areas have worked with the DP to coordinate subject specific through both regional and whole school PD sessions.

Develop expertise of all staff in science teaching as part of the Royal Society programme.

Principal and DP


March: Plan for Royal Society Science teaching PD approved. Science presentation to the Board undertaken.

Science PD has been provided to all teaching and student support staff across the school, through whole school PD programme. This has been augmented with emails and phone support.

Individual staff identify a curriculum area to improve through the appraisal process.

Principal and DP


March: All staff have a curriculum goal in their personal goals.

All staff have worked to improve their skill in a selected curriculum area through the appraisal programme.

Improve the induction process across the school.

SMT Ongoing; reported Dec 2016

The induction process has been refined but will require further work in 2017, especially with regard to the possible employment of IWS facilitators.


Strategic Area 4: ORGANISATION AND SUSTAINABILITYKEY STRATEGIC THREE YEAR GOAL: The school is organised and structured for sustainability and effectiveness.

LONG TERM GOAL 1

Learning systems are enhanced and expanded, improving student opportunities for digital learning.


Improve staff skill and confidence in the use of tablet technology.

SMT On-going; reported Dec 2016

March: Regional PD included sessions using One Note and tablets.July: THril groups established to develop staff skill. Whole school PD used as a vehicle for sharing developments.

All staff have had access to personal PD related to their use of technology. This has been through the THRiLs groups in the form of a teaching as enquiry programme.

Purchase and deploy student laptops.

EMT Term 1 2016 March: 30 laptops purchased for loan to students and deployed.

Laptops purchased and deployed as required.

Implement Network for Learning (N4L) Ministry project.

EMT Term 2 2016 April: N4L roll out re-started following concerns over the positioning of hardware.September: Only the school-based units and TKT left to connect. Queen Street connection established.November: The school hosted sites are the final group to be connected. Gisborne and Taupo completed so far.

All units, with the exception of Te Kahu Toi, are now connected through the Ministry N4L network.

LONG TERM GOAL 2

The school’s carbon footprint is reduced.


Include carbon emissions in vehicle purchase decisions.

Board and Principal


The school has continued to purchase Toyota hybrid vehicles as replacements for the Ford fleet.

Trial and report a km per student measurement.

Board Term 2 2016 Data collection for 2016 set a benchmark for comparison in 2017.

Investigate the possibilities for electric vehicles.

Principal Reported Term 4 2016

There are no commercially-viable vehicles available new in New Zealand at present.

OPERATIONAL TARGETS

Targets 2016 Fuel use is reduced on a per student basis by 10%. Target set

N4L is in place and provides improved connectivity. Target met

Reasons for Variance N4L is not in place for all NHS units across the school. A 2016 benchmark figure for fuel use has been established and the target to reduce it will be measured in 2017.


The process of getting all NHS units connected to the Ministry N4L internet provision has been difficult and has taken an inordinate amount of time. It is great to finally have everyone able to access fast internet across the school, however it has become evident that any change to the system needs to be notified to N4L with at least a 3 month timeframe. This has proved difficult at times and will need to be factored into any property decisions.


LONG TERM GOAL 3

Systems and processes enable the effective administration of the school and meet legislative requirements.


Review the school’s strategic direction and goals with input from major stakeholders.

Board and Principal

2016 Term 3: Strategic review questions to staff as part of Principal’s unit discussions.

Strategic direction has been part of the regular staff discussions across the school. The community have been invited to comment through their NHS teacher. This feedback has been fed through SMT meetings to the Board.

Prepare and review Charter and annual plan.

Board and Principal

Term 3 annually

October: Strategic planning undertaken by the Board and SMT separately. Draft strategic plan developed and shared with the Board.

A draft plan has been agreed by the Board pending final sign-off in December.

Analyse self-review and community consultation information from staff, parent, students and school of enrolment consultation and surveys.

Board and Principal

Term 3 annually

Self-review information has been reviewed and used to formulate the 2017 strategic direction of the school.

SMT meetings further improved to focus more on improvement and less on administration.

Principal and DP

Reported Dec 2016

SMT face-to-face meetings have been held each term focusing on professional learning. These alternate with Admin meetings using Lync.

OPERATIONAL TARGETS

Targets 2016 2016 Annual plan targets are met. Target met



The Board and staff have worked together to review and plan in a meaningful way. The strategic plan for 2017 has been prepared in a timely manner and it reflects the priorities identified in the school and evident in community consultation.

LONG TERM GOAL 4

Learning outcomes are reported to the Board.


Develop an NCEA reporting module within eTap to allow more detailed reporting to the Board.

EMT Term 2 2016 NCEA data entered into eTAP and updated regularly. Reporting module to be developed.

Through the ILP, report to students, schools of enrolment and families on progress against the National Standards for students enrolled under a section 9 agreement in years 1-8.

SMT Term 2 and Term 4

No students in year 1-8 have been enrolled under section 9 agreements.

Develop a reporting mechanism against transition goals in eTap.

SMT Term 2 2016 This goal has been transferred to the 2017 plan.


Learning plans in eTap are reviewed and rationalised.

SMT Term 2 2016 Redundant plans will be removed during the end of year term break. Staff have been consulted and a list of plans developed.

Develop reporting systems for Te Kahu Toi in conjunction with MoE.

TKT manager, EMT

Term 2 2016 March: Two reports completed in eTap.

MoE reporting systems in place.

LONG TERM GOAL 5

Student reintegration into schools of enrolment is supported.


Review current information about transition effectiveness and develop best integration practice.

SMT Term 2 2016 Term 3: Good practice guide including transition suggestions merged into procedures and reviewed.

Staff have been consulted about the effectiveness of strategies for transition and ideas shared across the school. .

Collect case studies of good integration practice.

SMT Term 3 2016 Term 3: Best integration practice stories collected from units and collated for school-wide distribution.

Examples have been included in the procedures as good practice.

Support provided in complex transition meetings by SMT.

SMT Reported Dec 2016

SMT have taken part in supporting regional teams on a number of occasions and teams have been reminded that this is a possibility.

LONG TERM GOAL 6

Parent / student / school of enrolment survey result satisfaction levels are high.


Conduct biennial staff survey.

Board and Principal

2016 Term 2 Staff survey completed. Overall result of 86% satisfaction.

2018 Term 2

Conduct a self-review of Board performance.

Board and Principal

2016 Term 2 Review completed and results used to inform Board practice.

2018 Term 2

Conduct leadership effectiveness review.

Board and Principal

2017 Term 2

2019 Term 4

Obtain feedback from 50% of withdrawn students and their schools.

Board and Principal

Reported in Dec 2016

Surveys sent to all students as they leave the school.

OPERATIONAL TARGETS

Targets 2016 Satisfaction ratings are above 90%. Target met

Staff satisfaction is above 80%. Target met

Reasons for Variance Targets met; no variance.


Gathering community feedback is never easy and responses to surveys still seem to result in a lower than desired response rate. Feedback is overwhelmingly positive and staff are praised by parents and students alike. The staff satisfaction survey has been completed this year and the results are again very positive. Variation from year to year is relatively low, despite changes in personnel due to roll growth. The Board may wish to review the way such feedback is collected.


LONG TERM GOAL 7

Strategies and systems support the school in case of a disaster.


Review and update the school’s risk management plans.

EMT Term 3 2016 September: Risk Management plan reviewed by the Board.

The risk management plan has been reviewed by the Board.

Review and improve the school’s data backup and safety systems.

EMT Term 2 2016 Data backup system reviewed with New Era.

LONG TERM GOAL 8

Suitable and safe environments are provided for staff and students


Identify and report risks in each unit.

SMT Each term Term 1 unit risk analysis completed and fed back to SMT.

Risks have been formally identified in each unit. Mitigation action has been taken where necessary.

Review and improve recording of visitors to each NHS unit.

SMT Term 1 2016 Term 1: visitor recording books and contractor agreements in place in all units.

All units have a visitor and contractor sign in system, customised to include the needs of the host where applicable.

Develop classroom safety guidelines for TKT unit.

TKT manager

Term 2 2016 Te Kahu Toi have classroom safety guidelines in place.

Implement reporting of serious student incidents in eTap SMS.

SMT Term 2 2016 March: Initial discussions regarding what each stakeholder requires in the way of incident reporting. Collation of this into one report under way.

All serious incidents are recorded in eTAP.

OPERATIONAL TARGETS

Targets 2016 Staff in all units have awareness of NHS staff expertise in key curriculum areas.

Target met



Key staff are in place in all the larger units and the smaller unit team are also working to share expertise. In 2017 the SMT will look to improve the availability of specialists across the school. 2017 MU allocation will be done on the basis of curriculum leadership as a priority.

LONG TERM GOAL 9

Property provision is consistent and of high quality


Monitor roll growth across the school and identify trends.

EMT On-going; reported Dec 2016

March: MoE Auckland meeting to look at population projections and the effect on NHS.September: Roll numbers collated and sent to MoE. Trends identified and used to develop staffing plan for 2017.

Trends have been monitored and the main growth areas identified. The Ministry database has been used to identify where growth can be expected.

Plan future property needs with the Ministry.

EMT On-going; reported Dec 2016

March: MoE Wellington meeting to look at 5 year property planning.August: Darroch plan for property includes provision of extra units for projected roll growth.

An agreed 5 year plan has been developed and agreed by the Ministry.


Work with the Ministry to improve the process for responding to growth.

EMT Term 2 2016 March: MoE Wellington meeting to look at 5 year property planning.

There is now an agreed programme and system for responding. MoE are also looking to build health schools into the school network, instead of leasing buildings.

Manage the development of new units to best meet the needs of the students and staff.

SMT Dec 2016 This has been a difficult area as developments have all been slow to progress, mostly due to the Consenting process and difficulties in reaching agreement with landlords.

Plan and implement re-location of Waikato, TKT and Regional House staff to new premises.

EMT Term 2 2016 March: Plans for all three units approved.

Regional House and TKT have been re-located successfully.

Encourage and enable staff input into building projects across the school.

EMT, SMT On-going; reported Dec 2016

Staff have been provided with opportunities to discuss the design details with SMT as well as architects.

OPERATIONAL TARGETS

Targets 2016 There is a plan for future property development across the school.

Target met

New units are established within budget and on time. Queen Street fit out and relocation completed on time. Waikato and TKT units not completed.

Staff input into design is evident. Target met

Reasons for Variance The MoE have agreed a protocol for property provisioning across the country. All three Health Schools have had input into this plan and look forward to more certainty regarding its implementation.The Queen Street project was completed and the admin and Auckland Central teams have re-located. However the Waikato project has been plagued by delays outside the school’s control. These include both MoE and Council delays. Neither fit out has been started. The TKT staff are working in the new building without the kitchen and bathroom alterations and the Waikato team remain at Whitiora School.Staff have been consulted over the design of the Kauri Flats, Waikato and TKT units. The process has been positive and has resulted in improvements to the various designs.


The school has identified areas for future development and will progress these using the protocol.Property provision remains a difficult issue for the school and 2017 will see this exacerbated through issues of finding and fitting out new leased properties in a timely manner before existing leases expire.The school will continue to work to engage staff with the design team for any property development.

GLOSSARY

EMT: Executive Management Team, consisting of Principal, Deputy Principal, Business Manager.

SMT: The Senior Management Team, consisting of the EMT and Associate Principals, TKT Manager, Senior Teachers.

TKT: Te Kahu Toi, wrap around behaviour unit.

KIWISPORT FUNDING

Kiwisport is a Ministry funding initiative to support students’ participation in organised sport. In 2016 the school received $13797.86. Many NHS students are too unwell to participate in physical activity and especially in organised sport, however the school did spend money on sport facilities hire, sports equipment and on transport to sporting venues.

26


ANNUAL ACCOUNTS

2016


31 to 46,


NORTHERN HEALTH SCHOOL

STATEMENT OF RESPONSIBILITYFor the year ended 31 December 2016

The Board of Trustees accepts responsibility for the preparation of the annual financial statements and the judgements used in these financial statements.

The management (including the principal and others as directed by the Board) accepts responsibility for establishing and maintaining a system of internal controls designed to provide reasonable assurance as to the integrity and reliability of the school's financial reporting.

It is the opinion of the Board and management that the annual financial statements for the financial year ended 31 December 2016 fairly reflects the financial position and operations of the school.

The school's 2016 financial statements are authorised for issue by the Board.



STATEMENT OF COMPREHENSIVE REVENUE AND EXPENSEFor the year ended 31 December 2016

2016 2016 BUDGET 2015NOTE ACTUAL (UNAUDITED) ACTUAL

$ $ $

Revenue

Government Grants 2 9,757,943 8,264,263 8,414,855

Locally Raised Funds 3 100,159 5,870 70,264

Interest Earned 65,561 50,000 63,989

9,923,663 8,320,133 8,549,108

Expenses

Locally Raised Funds 3 18,958 12,900 29,878

Learning Resources 4 7,713,670 7,423,040 6,972,663

Administration 5 592,337 617,540 616,542

Finance Costs 1,299 – –

Property 6 707,859 92,000 76,276

Depreciation 7 354,539 393,500 307,828

Loss on Disposal of Property, Plant and Equipment 2,777 – 21,349

9,391,439 8,538,980 8,024,536

Net Surplus/(Deficit) 532,224 (218,847) 524,572

Other Comprehensive Revenue and Expenses – – –

Total Comprehensive Revenue and Expense for the year 532,224 (218,847) 524,572

The above Statement of Comprehensive Revenue and Expense should be read in conjunction with the accompanying notes.



STATEMENT OF CHANGES IN NET ASSETS/EQUITYFor the year ended 31 December 2016

2016 2016 BUDGET 2015ACTUAL (UNAUDITED) ACTUAL

$ $ $

Balance at 1 January 2,782,103 2,782,103 2,257,531

Total comprehensive revenue and expense for the year 532,224 (218,847) 524,572

Equity at 31 December 3,314,327 2,563,256 2,782,103

Retained Earnings 3,314,327 2,563,256 2,782,103

Equity at 31 December 3,314,327 2,563,256 2,782,103

The above Statement of Changes in Net Assets/Equity should be read in conjunction with the accompanying notes.



STATEMENT OF FINANCIAL POSITIONAs at 31 December 2016


$ $ $

Current Assets

Cash and Cash Equivalents 8 154,942 543,414 570,962

Accounts Receivable 9 343,254 516,600 509,921

GST Receivable 36,517 24,000 23,213

Investments 10 2,220,667 1,010,000 1,304,683

2,755,380 2,094,014 2,408,779

Current Liabilities

Accounts Payable 12 423,984 534,000 525,918

Finance Lease Liability – Current Portion 13 12,047 – –

436,031 534,000 525,918

Working Capital Surplus/(Deficit) 2,319,349 1,560,014 1,882,861

Non-current Assets

Property, Plant and Equipment 11 1,016,179 1,003,242 899,242

1,016,179 1,003,242 899,242

Non-current Liabilities

Finance Lease Liability 13 21,201 – –

21,201 – –

Net Assets 3,314,327 2,563,256 2,782,103

Equity 3,314,327 2,563,256 2,782,103

The above Statement of Financial Position should be read in conjunction with the accompanying notes.



STATEMENT OF CASH FLOWSFor the year ended 31 December 2016


$ $ $

Cash flows from Operating Activities

Government Grants 3,028,633 2,964,263 2,703,960

Locally Raised Funds 100,732 6,270 70,264

Goods and Services Tax (net) (13,304) (24,000) (24,001)

Payments to Employees (1,424,538) (1,740,140) (914,527)

Payments to Suppliers (806,980) (1,093,340) (978,978)

Interest Paid (1,299) – –

Interest Received 53,965 49,000 62,674

Net cash from/(to) the Operating Activities 937,209 162,053 919,392

Cash Flows from Investing Activities

Proceeds from Sale of PPE (and Intangibles) 77,913 (126,660) (21,349)

Purchase of PPE (and Intangibles) (514,133) (384,751) (373,739)

Purchase of Investments (915,984) (10,000) (110,103)

Net cash from/(to) the Investing Activities (1,352,204) (521,411) (505,191)

Cash Flows From Financing Activities

Finance Lease Payments (1,025) – –

Net cash from Financing Activities (1,025) – –

Net increase/(decrease) in cash and cash equivalents (416,020) (359,358) 414,201

Cash and cash equivalents at the beginning of the year 8 570,962 902,772 156,761

Cash and cash equivalents at the end of the year 8 154,942 543,414 570,962

The Statement of Cash Flows records only those cash flows directly within the control of the school. This means centrally funded teachers' salaries and the use of land and buildings grant and expense have been omitted.

The above Statement of Cash Flows should be read in conjunction with the accompanying notes.



NOTES TO THE FINANCIAL STATEMENTSFor the year ended 31 December 2016

1 STATEMENT OF ACCOUNTING POLICIES

REPORTING ENTITY

Northern Health School (the school) is a Crown entity as specified in the Crown Entities Act 2004 and a school as described in the Education Act 1989. The Board of Trustees (the Board) is of the view that the school is a public benefit entity for financial reportlng purposes.

BASIS OF PREPARATION

Reporting Period

The financial reports have been prepared for the period 1 January 2016 to 31 December 2016 and in accordance with the requirements of the Public Finance Act 1989.

Basis of Preparation

The financial statements have been prepared on a going concern basis, and the accounting policies have been consistently applied throughout the period.

Financial Reporting Standards Applied

The Education Act 1989 requires the school, as a Crown entity, to prepare financial statements in accordance with generally accepted accounting practice. The financial statements have been prepared in accordance with generally accepted accounting practice in New Zealand, applying Public Sector Public Benefit Entity (PBE) Standards Reduced Disclosure Regime as appropriate to public benefit entities that qualify for Tier 2 reporting. The school is considered a Public Benefit Entity as it meets the criteria specified as "having a primary objective to provide goods and/or services for community or social benefit and where any equity has been provided with a view to supporting that primary objective rather than for financial return to equity holders".

PBE Accounting Standards Reduced Disclosure Regime

The school qualifies for Tier 2 as the school is not publicly accountable and is not considered large as it falls below the expenditure threshold of $30 million per year. All relevant reduced disclosure concessions have been taken.

Measurement Base

The financial statements are prepared on the historical cost basis unless otherwise noted in a specific accounting policy.

Presentation Currency

These financial statements are presented in New Zealand dollars, rounded to the nearest dollar.

Specific Accounting Policies

The accounting policies used in the preparation of these financial statements are set out below.

Crltital Accounting Estimates and Assumptions

The preparation of financial statements requires management to make judgements, estimates and assumptions that affect the application of accounting policies and the reported amounts of assets, liabilities, revenue and expenses. Actual results may differ from these est imates.

Estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accounting estimates are recognised in the period in which the estimate is revised and in any future periods affected.

Useful Lives of Property, Plant and Equipment

The school reviews the estimated useful lives of property, plant and equipment at the end of each reporting date. The school believes that the estimated useful lives of the property, plant and equipment as disclosed in the Significant Accounting Policies are appropriate to the nature of the property, plant and equipment at reporting date. Property, plant and equipment is disclosed at note 11.


Critical Judgements in Applying Accounting Policies

Management has exercised the following critical judgements in applying accounting policies:

Classification of leases

The school reviews the details of lease agreements at the end of each reporting date. The school believes the classification of each lease as either operation or finance is appropriate and reflects the nature of the agreement in place. Finance leases are disclosed at note 13.

Recognition of grants

The school reviews the grants monies received at the end of each reporting period and whether any require a provision to carryforward amounts unspent. The school believes all grants received have been appropriately recognised as a liability if required. Government grants are disclosed at note 2.

REVENUE RECOGNITION

Government Grants

The school receives funding from the Ministry of Education. The following are the main types of funding that the school receives:

Operational grants are recorded as revenue when the school has the rights to the funding, which is in the year that the funding is received.

Teachers' salaries grants are recorded as revenue when the school has the rights to the funding in the salary period they relate to. The grants are not received in cash by the school and are paid directly to teachers by the Ministry of Education.

Use of land and buildings grants are recorded as revenue in the period the school uses the land and buildings. These are not received in cash by the school as they equate to the deemed expense for using the land and buildings which are owned by the Crown.

Other Grants

Other grants are recorded as revenue when the school has the rights to the funding, unless there are unfulfilled conditions attached to the grant, in which case the amount relating to the unfulfilled conditions is recognised as a liability and released to revenue as the conditions are fulfilled.

Donations, Gifts and Bequests

Donations, gifts and bequests are recorded as revenue when their receipt is formally acknowledged by the school.

Interest Revenue

Interest revenue earned on cash and cash equivalents and investments is recorded as revenue in the period it is earned.

Use of Land and Buildings Expense

The property from which the School operates is owned by the Crown and managed by the Ministry of Education on behalf of the Crown. The school's use of the land and buildings as occupant is based on a property occupancy document as gazetted by the Ministry. The expense is based on an assumed market rental yield on the value of land and buildings as used for rating purposes. This is a non-cash expense that is offset by a non-cash grant from the Ministry.

OPERATING LEASE PAYMENTS

Payments made under operating leases are recognised in the Statement of Comprehensive Revenue and Expense on a straight line basis over the term of the lease.

FINANCE LEASE PAYMENTS

Finance lease payments are apportioned between the finance charge and the reduction of the outstanding liability. The finance charge is allocated to each period during the lease term on an effective interest basis.

CASH AND CASH EQUIVALENTS

Cash and cash equivalents include cash on hand, bank balances, deposits held at call with banks, and other short-term highly liquid investments with original maturities of 90 days or less, and bank overdrafts. The carrying amount of cash and cash equivalents represents fair value.

ACCOUNTS RECEIVABLE

Accounts receivable represents items that the school has issued invoices for or accrued for, but has not received payment for at year end. Receivables are initially recorded at fair value and subsequently recorded at the amount the school realistically


expects to receive. A receivable is considered uncollectable where there is objective evidence the school will not be able to collect all amounts due. The amount that is uncollectable (the provision for uncollectibility) is the difference between the amount due and the present value of the amounts expected to be collected.

INVESTMENTS

Bank term deposits are initially measured at the amount invested. Interest is subsequently accrued and added to the investment balance.

Investments that are shares are categorised as "available for sale" for accounting purposes in accordance with financial reporting standards. Share investments are recognised initially by the school at fair value plus transaction costs. At balance date the school has assessed whether there is any evidence that an investment is impaired. Any impairment, gains or losses are recognised in the Statement of Comprehensive Revenue and Expense.

After initial recognition bank term deposits are measured at amortised cost using the effective interest method less impairment.

After initial recognition any investments categorised as available for sale are measured at their fair value without any deduction for transaction costs the school mav incur on sale or other disposal.

The school has met the requirements under Section 73 of the Education Act 1989 in relation to the acquisition of securities.

PROPERTY, PLANT AND EQUIPMENT

Land and buildings owned by the Crown are excluded from these financial statements. The Board's use of the land and buildings as 'occupant' is based on a property occupancy document.

Improvements to buildings owned by the Crown are recorded at cost, less accumulated depreciation and impairment losses.

Property, plant and equipment are recorded at cost or, in the case of donated assets, fair value at the date of receipt, less accumulated depreciation and impairment losses. Cost or fair value as the case may be, includes those costs that relate directly to bringing the asset to the location where it will be used and making sure it is in the appropriate condition for its intended use.

Property, plant and equipment acquired with individual values under $300 are not capitalised, they are recognised as an expense in the Statement of Comprehensive Revenue and Expense.

Gains and losses on disposals (i.e. sold or given away) are determined by comparing the proceeds received with the carrying amounts (i.e. the book value). The gain or loss arising from the disposal of an item of property, plant and equipment is recognised in the Statement of Comprehensive Revenue and Expense.

Leased assets

Leases where the school assumes substantially all the risks and rewards of ownership are classified as finance leases. The assets acquired by way of finance lease are measured at an amount equal to the lower of their fair value and the present value of the minimum lease payments at inception of the lease, less accumulated depreciation and impairment losses. Leased assets and corresponding liability are recognised in the Statement of Financial Position and leased assets are depreciated over the period the school is expected to benefit from their use or over the term of the lease.

Depreciation

Property, plant and equipment except for library resources are depreciated over their estimated useful lives on a straight line basis. Library resources are depreciated on a diminishing value basis. Depreciation of all assets is reported in the Statement of Comprehensive Revenue and Expense.

The estimated useful lives of the assets are:

Furniture and equipment 3-9 years

Information and communication technology 3 years

Motor vehicles 5 years

Leased assets held under a Finance Lease 3 years

Library resources 12.5% Diminishing value

IMPAIRMENT OF PROPERTY, PLANT, AND EQUIPMENT AND INTANGIBLE ASSETS

The school does not hold any cash generating assets. Assets are considered cash generating where their primary objective is to generate a commercial return.


Non cash generating assets

Property, plant, and equipment and intangible assets held at cost 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 service amount. The recoverable service amount is the higher of an asset's fair value less costs to sell and value in use.

Value in use is determined using an approach based on either a depreciated replacement cost approach, restoration cost approach, or a service units approach. The most appropriate approach used to measure value in use depends on the nature of the impairment and availability of information.

If an asset's carrying amount exceeds its recoverable service amount, the asset is regarded as impaired and the carrying amount is written down to the recoverable amount. The total impairment loss is recognised in the surplus or deficit.

The reversal of an impairment loss is recognised in the surplus or deficit.

ACCOUNTS PAYABLE

Accounts payable represents liabilities for goods and services provided to the school prior to the end of the financial year which are unpaid. Accounts payable are recorded at the amount of cash required to settle those liabilities. The amounts are unsecured and are usually paid within 30 days of recognition.

EMPLOYEE ENTITLEMENTS

Short-term employee entitlements

Employees benefits that are due to be settled within 12 months after the end of the period in which the employee renders the related service are measured 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.

Long-term employee entitlements

Employee benefits that are due to be settled beyond 12 months after the end of the period in which the employee renders the related service, such as long service leave and retirement gratuities, have been calculated on an actuarial basis. 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 entitlement information; and

• the present value of the estimated future cash flows.

FINANCIAL ASSETS AND LIABILITIES

The school's financial assets comprise cash and cash equivalents, accounts receivable, and investments. All of these financial assets, except for investments that are shares, are categorised as "loans and receivables" for accounting purposes in accordance with financial reporting standards.

Investments that are shares are categorised as "available for sale" for accounting purposes in accordance with financial reporting standards.

The school's financial liabilities comprise accounts payable and finance lease liability. All of these financial liabilities are categorised as "financial liabilities measured at amortised cost" for accounting purposes in accordance with financial reporting standards.

GOODS AND SERVICES TAX (GST)

The financial statements have been prepared on a GST exclusive basis, with the exception of accounts receivable and accounts payable which are stated as GST inclusive.

The net amount of GST paid to, or received from, the IRD, including the GST relating to investing and financing activities, is classified as a net operating cash flow in the Statement of Cash Flows.

Commitments and contingencies are disclosed exclusive of GST.

BUDGET FIGURES

The budget figures are extracted from the school budget that was approved by the Board at the start of the year.

SERVICES RECEIVED IN-KIND

From time to time the school receives services in-kind, induding the time of volunteers. The school has elected not to recognise services received in-kind in the Statement of Comprehensive Revenue and Expense.


2 GOVERNMENT GRANTS


$ $ $

Operational Grants 1,622,100 1,867,900 1,787,614

Teachers' Salaries Grants 6,097,690 5,300,000 5,790,381

Use of Land and Buildings Grants 627,860 – –

Secondary Tertiary Alignment Resource Funding Grant 32,406 – 67,605

Te Kahu Toi Grant 1,087,181 1,087,180 730,699

Other MoE Grants 284,425 9,183 31,840

Other Government Grants 6,281 – 6,716

9,757,943 8,264,263 8,414,855

3 LOCALLY RAISED FUNDS


$ $ $

Local funds raised within the school's community are made up of:

Revenue

Donations 1,000 5,870 6,000

Activities 99,159 – 64,264

100,159 5,870 70,264

Expenses

Activities 18,958 12,900 29,878

18,958 12,900 29,878

Surplus/(Deficit) for the year Locally Raised Funds 81,201 (7,030) 40,386

4 LEARNING RESOURCES


$ $ $

Curricular 89,952 127,000 96,570

Information and Communication Technology 84,296 74,000 89,719

Extra-curricular Activities 33,522 60,000 26,697

Library Resources – 10,000 –

Employee Benefits – Salaries 6,711, 632 6,115,420 6,401,825

Resource/Attached Teacher Costs – – 269,729

Te Kahu Toi Expenditure 737,992 932,120 –

Staff Development 56,276 104,500 88,123

7,713,670 7,423,040 6,972,663


5 ADMINISTRATION


$ $ $

Audit Fee 5,286 4,430 5,208

Board of Trustees Fees 22,029 24,000 22,411

Board of Trustees Expenses 17,570 26,500 22,882

Communication 141,229 191,500 166,548

Consumables 44,541 50,650 32,342

Other 8,072 10,700 9,170

Employee Benefits – Salaries 311,744 277,700 321,999

Insurance 34,666 25,560 28,902

Service Providers, Contractors and Consultancy 7,200 6,500 7,080

592,337 617,540 616,542

6 PROPERTY


$ $ $

Caretaking and Cleaning Consumables 41,565 40,000 35,326

Consultancy and Contract Services 6,061 25,000 15,297

Heat, Light and Water 29,422 27,000 25,653

Use of Land and Buildings 627,860 – –

Security 2,951 – –

707,859 92,000 76,276

The Use of Land and Buildings figure represents 8% of the school's total property value. This is used as a 'proxy' for the market rental of the property. Property values are established as part of the nationwide revaluation exercise that is conducted every 30 June for the Ministry of Education's year end reporting purposes. This is the first year the Land and Buildings has been received by the school.


7 DEPRECIATION OF PROPERTY, PLANT AND EQUIPMENT


$ $ $

Furniture and Equipment 73,283 127,880 80,642

Information and Communication Technology 125,630 134,140 104,579

Motor Vehicles 143,733 126,660 117,237

Leased Assets 6,353 – –

Library Resources 5,540 4,820 5,370

354,539 393,500 307,828

8 CASH AND CASH EQUIVALENTS


$ $ $

Cash on Hand 3,600 3,600 3,600

Bank Current Account 1,333 539,814 567,346

Bank Call Account 150,009 – 16

Net cash and cash equivalents and bank overdraft for Statement of Cash Flows

154,942

543,414

570,962

The carrying value of short-term deposits with maturity dates of 90 days or less approximates their fair value.

9 ACCOUNTS RECEIVABLE


$ $ $

Receivables – 600 573

Interest Receivable 17,150 6,000 5,554

Teacher Salaries Grant Receivable 326,104 510,000 503,794

343,254 516,600 509,921

Receivables from Exchange Transactions 17,150 6,600 6,127

Receivables from Non-Exchange Transactions 326,104 510,000 503,794

343,254 516,600 509,921

10 INVESTMENTS


$ $ $

The school's investment activities are classified as follows:

Current Asset

Short-term Bank Deposits 2,220,667 1,010,000 1,304,683

The carrying value of long term deposits longer than 12 months approximates their fair value at 31 December 2016.


11 PROPERTY, PLANT AND EQUIPMENT

OPENING BALANCE (NBV) ADDITIONS DISPOSALS IMPAIRMENT DEPRECIATION TOTAL (NBV)

2016 $ $ $ $ $ $

Furniture and Equipment 218,137 118,315 – – (73,283) 263,169

Information and Communication Technology

215,693 99,872 – – (125,630) 189,935

Motor Vehicles 427,820 286,967 (78,443) – (143,733) 492,611

Leased Assets – 38,033 – – (6,353) 31,680

Library Resources 37,592 8,978 (2,246) – (5,540) 38,784

Balance at 31 December 2016 899,242 552,165 (80,689) – (354,539) 1,016,179

COST OR VALUATION

ACCUMULATED DEPRECIATION

NET BOOK VALUE

2016 $ $ $

Furniture and Equipment 838,173 (575,004) 263,169


713,585 (523,650) 189,935

Motor Vehicles 768,855 (276,244) 492,611

Leased Assets 38,033 (6,353) 31,680

Library Resources 122,043 (83,259) 38,784

Balance at 31 December 2016 2,480,689 (1,464,510) 1,016,179

The net carrying value of equipment held under a finance lease is $31,680.

OPENING BALANCE (NBV)

ADDITIONS DISPOSALS IMPAIRMENT DEPRECIATION TOTAL (NBV)

2015 $ $ $ $ $ $

Furniture and Equipment 224,674 78,638 (4,533) – (80,642) 218,137


184,814 149,783 (14,325) – (104,579) 215,693

Motor Vehicles 387,496 200,871 (43,310) – (117,237) 427,820

Library Resources 36,347 9,274 (2,659) – (5,370) 37,592

Balance at 31 December 2015 833,331 438,566 (64,827) – (307,828) 899,242

COST OR VALUATION

ACCUMULATED DEPRECIATION

NET BOOK VALUE

2015 $ $ $

Furniture and Equipment 719,859 (501,722) 218,137


613,713 (398,020) 215,693

Motor Vehicles 647,652 (219,832) 427,820

Library Resources 120,251 (82,659) 37,592

Balance at 31 December 2015 2,101,475 (1,202,233) 899,242


12 ACCOUNTS PAYABLE


$ $ $

Operating Creditors 51,698 – –

Accruals 3,286 4,000 3,208

Employee Entitlements – Salaries 326,104 510,000 503,794

Employee Entitlements – Leave Accrual 42,896 20,000 18,916

423,984 534,000 525,918

Payables for Exchange Transactions 423,984 534,000 525,918

423,984 534,000 525,918

The carrying value of payables approximates their fair value.

13 FINANCE LEASE LIABILITY

2016 2016 BUDGET 2015

ACTUAL (UNAUDITED) ACTUAL

$ $ $

The school has entered into three finance lease agreements for TELA Laptops. Minimum lease payments payable (includes interest portion):

No Later than One Year 14,496 – –

Later than One Year and no Later than Five Years 22,909 – –

Later than Five Years – – –

37,405 – –

14 RELATED PARTY TRANSACTIONS

The school is a controlled entity of the Crown, and the Crown provides the major source of revenue to the school. The school enters into transactions with other entities also controlled by the Crown, such as government departments, state-owned enterprises and other Crown entities. Transactions with these entities are not disclosed as they occur on terms and conditions no more or less favourable than those that it is reasonable to expect the school would have adopted if dealing with that entity at arm's length.

Related party disclosures have not been made for transactions with related parties that are within a normal supplier or client/recipient relationship on terms and condition no more or less favourable than those that it is reasonable to expect the school would have adopted in dealing with the party at arm's length in the same circumstances. Further, transactions with other government agencies (for example, government departments and Crown entities) are not disclosed as related party transactions when they are consistent with the normal operating arrangements between government agencies and undertaken on the normal terms and conditions for such transactions.


15 REMUNERATION

Key Management Personnel Compensation Key management personnel of the school include all Trustees of the Board, Principal, Deputy Principals and Heads of Departments.

2016 2015ACTUAL ACTUAL

$ $

Board Members

Remuneration (including PAYE of $6,022) 22,029 22,411

Full-time Equivalent Members 0.14 0.16

Leadership Team

Remuneration 396,534 405,553

Full-time Equivalent Members 3.00 3.00

Total Key Management Personnel Remuneration 418,563 427,964

Total Full-Time Equivalent Personnel 3.14 3.16

The full time equivalent for Board members has been determined based on attendance at Board meetings, Committee meetings and for other obligations of the Board, such as stand downs and suspensions, plus the estimated time for Board members to prepare for meetings.

Principal The total value of remuneration paid or payable to the Principal was in the following bands:

2016 2015ACTUAL ACTUAL

$000 $000

Salaries and Other Short-Term Employee Benefits:

Salary and Other Payments 160-170 160-170

Benefits and Other Emoluments 5-6 –

Termination Benefits – –

Other Employees The number of other employees with remuneration greater than $100,000 was in the following bands:

REMUNERATION 2016 2015 $000 FTE NUMBER FTE NUMBER

120-130 1 –

110-120 1 –

100-110 2 1

4 1

The disclosure for 'Other Employees' does not include remuneration of the Principal.


16 COMPENSATION AND OTHER BENEFITS UPON LEAVING

There were no compensation or other benefits paid or payable to persons upon leaving.

17 CONTINGENCIES

There are no contingent liabilities (except as noted below) and no contingent assets as at 31 December 2016.

(Contingent liabilities and assets as at 31 December 2015: nil.)

18 COMMITMENTS

(a) Capital Commitments

The Board considers there to be no contractual commitments at the above date other than those disclosed in the preceding financial statements and detailed below.

(Capital commitments as at 31 December 2015: nil)

(b) Operating Commitments

As at 31 December 2016 the Board has entered into the following contracts:

2016 2015

ACTUAL ACTUAL

$ $

(a) Operating Leases for TELA Laptop Lease

No later than one year 22,062 38,836

Later than one year and no later than five years 6,486 28,548

Later than five years – –

28,548 67,384

19 MANAGING CAPITAL

The school's capital is its equity and comprises capital contributions from the Ministry of Education for property, plant and equipment and accumulated surpluses and deficits. The school does not actively manage capital but "attempts" to ensure that income exceeds spending in most years. Although deficits can arise as planned in particular years, they are offset by planned surpluses in previous years or ensuing years.


20 FINANCIAL INSTRUMENTS

The carrying amounts of financial assets and liabilities in each of the financial instrument categories are as follows:

Loans and Receivables


$ $ $

Cash and Cash Equivalents 154,942 543,414 570,962

Receivables 343,254 516 , 600 509,921

Investments – Term Deposits 2,220,667 1,010,000 1,304,683

Total Loans and Receivables 2,718,863 2,070,014 2,385,566

Financial Liabilities Measured at Amortised Cost


$ $ $

Payables 423,984 534,000 525,918

Finance Leases 33 248 – –

Total Financial Liabilities Measured at Amortised Cost 457,232 534,000 525,918

21 EVENTS AFTER BALANCE DATE

There were no significant events after the balance date that impact these financial statements.

22 PRIOR YEAR COMPARATIVES

Comparative figures included in the financial statements relate to the financial year ended 31 December 2015. Where necessary these figures have been reclassified on a basis consistent with current disclosure for the year ended 31 December 2016.

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