principal annual report 2013

Annrep2013/AnnualReport/BOT 2

PRINCIPAL’S ANNUAL REPORT

2013

VISION STATEMENT

Our Vision Statement and its visual representation underpins teaching and learning and our

virtues at Hill and is:

“At Pukekohe Hill School we are a community

of lifelong learners committed to achieving our best

and making a difference”

The visual representation is illustrated to the right and a description

of its components noted below.

Heart symbol: Represents our virtues and partnership with Maori.

Kohekohe leaves: Represents the skills for lifelong learners and the

kohekohe tree which is part of our Pukekohe name.

Hill logo: Part of our identity and represents striving to the top to

do our best.

Sun and its Rays: Represents the many cultures of our students.

Market Gardens: Represents Pukekohe Hill and how we can make a

difference as we move towards the future and recognise the past.

It also reflects our connection as an Enviro and Health promoting school.

Over 2013, the school’s vision statement was promoted along with its visual representation.

Visual representations are included on signage around the school, and in the Learning At

Pukekohe Hill Booklet. In 2013, the visual representation was included in a range of school

documents, several poster type documents are presented for class and community promotion,

family newsletters made regular note of the vision and outlined the meaning of the visual

symbols. Our vision statement is also a powerful affirmation of the importance of professional

development and learning as part of delivering effective teaching and learning, and raising

student achievement.

INTRODUCTION

This Annual Report covers the 2013 school year. It is designed to complement the Financial

Statements, and other school documentation such as monthly board reports, newsletters, self

review reports and the school’s Charter, Strategic Plan and Action Plans, to provide an

overview of 2013 and to indicate future directions for 2014 and beyond.

These reports are presented with reference to the National Administration Guidelines.

NAG 1: CURRICULUM AND STUDENT ACHIEVEMENT

The Board and staff recognise the importance of providing high quality programmes based on

the New Zealand Curriculum framework. Achievement is promoted by providing a balanced

curriculum which implements learning programmes based upon the vision, principles, values,

key competencies and learning areas of the New Zealand Curriculum statement.

Curriculum Delivery and National Standards

The school delivers its curriculum by way of curriculum delivery policies, curriculum maps,

implementation plans, syndicate overviews, specific unit plans, teacher concept planning books

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and comprehensive assessment and evaluation procedures. Over 2013, the school continued to

refine and implement its curriculum delivery using a Concept Based Inquiry approach through

curriculum mapping. Our belief is that this approach is beneficial both in terms of children’s

learning, and in meeting key themes and competencies that are important components of the

National Curriculum.

Information on Curriculum and Student Achievement Curriculum and student information is provided to the Board and school community in a variety

of ways including this Annual Report. These include monthly classroom highlights reports, the

Principal’s monthly Board reports, a schedule of reporting assessment outcomes to the Board,

formal and informal parent-teacher interviews which may also involve students, parent

information meetings, whanau hui, curriculum team leaders meeting trustees, written pupil

reports, nationally normed Progress and Achievement Testing (PAT) and STAR (spelling),

School Entry testing, school wide running record analysis, overall teacher judgements linked to

national standards, and curriculum team self review reports.

The programme of providing student performance data to the Board of Trustees throughout the

year is formalised by a reporting schedule document. The use of ICT software programmes

enhances information capability, data analysis for the current year and in providing historical

data to help inform future strategic planning.

Overviews of assessment data and student achievement

targets relating to National Standards were also shared with

the community through newsletters which gave a snapshot

of the wide range of data that was gathered.

Some of this data has informed staff and trustees in the

setting of numeracy and literacy targets for improving

student achievement in 2014. These targets and the

variance reports that inform them form part of the Charter

and Strategic Planning and Reporting structure.

Haere mai ki Pukekohe Hill


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Report on School Improvement Targets for 2013: Analysis of Variance.

A feature of this 2013 Annual Report is the continuing analysis of variance as part of reporting

on student achievement. This is also part of Ministry of Education strategy to improve overall

achievement levels and reduce any systemic under-achievement. The linchpin of this strategy

is seen as the strengthening of family and community engagement in education and an

enhanced emphasis on the quality of teaching and learning programmes. The success of this

strategy at a national and local level requires adequate funding and resourcing, commitment by

all stakeholders, and importantly, a range of supporting social and economic policies.

The Planning and Reporting legislation is a key lever in making this strategy work, and has

been incorporated into the Charter, Strategic Plan and Action Plans of Pukekohe Hill School.

In keeping with the nation wide focus on literacy and numeracy, Hill School chose school wide

and key group targets in reading and writing in relation to National Standards as well as overall

teacher judgements in mathematics.

These targets were discussed at staff professional development and syndicate meetings, refined

by the school’s Leadership Team, outlined to and confirmed by the Board of Trustees and

notified to the community. The targets were also part of professional development emphases

and the school’s curriculum planning.

The targets can be seen as arising from the school’s extensive self review processes which

reflect on the operations of the school through review of each NAG area.

The Curriculum Targets and Outcomes in literacy and mathematics developed for the 2013 year

included:

Baseline Data – The situation in 2012 and what informs us

Targets Set for 2013

Actual Outcomes for 2013

Variance data

So What? Barriers and Quality Action required

National standards data documents

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Franklin’s finest cross country runners

Self Review

The school has well developed self review processes which have been refined over time. The Curriculum

Team and Board self review report system was continued in 2013. These reports prepared by Curriculum

Team leaders, Board members with portfolio and committee responsibilities, and the Principal, identify

achievements and make recommendations for the following year. A recent initiative continued in 2013 was

for Fixed Term Unit holders with specific curriculum and leadership responsibilities to also provide a self

review report as part of reflective practice. Self review reports are useful and practical documents which

track progress and encourage change and growth. They are part of a school wide self review process, and fit

well into informing the development of Action Plans and Strategic Planning.

Specific Programme and Curriculum Delivery

The Board and staff recognise the value of promoting whole school activities, involving outside personnel in

programmes, giving cultural opportunities and providing programme “highlights” for our pupils which focus

on specific curriculum and cross curricula areas.

Sporting Events: Throughout 2013 the school was able to celebrate a wide range of sporting events

delivered through the Franklin School’s programme of School, Group and Zone Championships. The PE

and Health Team and Syndicates also have an active approach to in-school opportunities including external

facilitators representing major sporting codes, professional swimming tutors, participation in specific field

days, a 3 year contract with Project Energise, and the ongoing resourcing of sporting equipment.

Highlights in 2013 included results and events such as: Rugby:Over the year, rugby teams coached and managed by caretaker Luke Hindt and Rick de Kock

entered a Counties Manukau tournament with one team winning their grade, a team travelled to Devonport

and performed well at a Barbarians tournament, and sports teachers organised an exciting inter class Touch

tournament with a team coming 3rd in the Franklin tournament. In a tightly contested match, our Caretaker’s

Cup team as the 2012 champions relinquished the cup to a talented team from St Joseph’s.

Cross Country: Well organised school cross country programme with students gaining 8 top 10 placings

at Group level and representing Hill at the Franklin championships where a number of runners gained top 20

placings and were part of the Central Group who won a 1st and two 2nd placings in team competition. Teams

also entered a Rod Dixon “marathon” and syndicates met with Josh Kronfeld.

Orienteering programme for senior classes and teams placed

well in Franklin champs with 2 individual students winning

their section and a 2nd placed team.

The cricket team defended the cricket trophy which they had

held for the last 4 years consecutively in their annual match

with Patumahoe and were narrowly beaten. In an earlier

Counties Manukau tournament, the cricket team came second

after also losing to Patumahoe in the final.

Hockey teams competed in Franklin tournament with 3 teams

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

achieving Counties Manukau representation. In 2013, the school

entered into a 3 year Counties Manukau Small Sticks contract

for hockey skills training with students and some staff professional

development.

Team enters Franklin Triathlon event, and individuals compete in

Sanitarium events in Hamilton and Auckland.

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

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

place in the finals.

A team of 12 swimmers represented the school at Group Day, and 3

qualified for the Franklin swimming champs.

In the Cultural Festival Futsal sporting event, our 2 teams gained

2nd and 3rd places in their sections.

In athletics, a squad of 46 students qualified from school Learning to swim starts at Hill


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championships for Group events. At Group day, the team gained 26 1st -3rd places. A team of 19 qualified

for Franklin champs and gained an impressive 14 1st-3rd places in finals against the best athletes in our

region. Our Junior and Middle syndicates ran their own athletics events with both competitive and fun

activities.

In Netball, 7 teams entered a Franklin championship, with 2 teams gaining 1st place and one a 3rd place in

their grades., and in Soccer, two teams placed 2nd in their pool and 3rd in their finals.

An initiative in 2013 was a PALs programme introduced by Counties Manukau Sports coaches aimed at

both developing student sports leaders and also recognises that children are growing up with fewer skills

developed by casual play at home and changing patterns of play where indoor living and IT based activities

dominate. A linked initiative was our involvement in Project Energise which has both a healthy eating and

activity focus. This included regular newsletter nutritional spots, fitness testing and retesting that showed

significant progress for many students

Jump Jam was a popular activity during 2013, with an enthusiastic Health Promoting team leading sessions

before school on the wooden stage with students, staff and parents participating and teachers Julie Brook

and Natalie Scott, led Jump Jam programme at lunchtimes and 2 teams were chosen to take part in a

Franklin tournament at Waiau Pa.

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

school programme was popular, although it was disappointing that the Walking School Bus begun as part of

a TravelWise initiative did not attract sufficient parent volunteers to continue in 2013. It was excellent to see

Hill gaining the Gold Award for TravelWise at the end of year.

The Health Promoting team led by Mrs Smart also ran several mini wheels days during the year, cycle

safety events with Auckland Council staff, and keeping active by riding cycles and scooters to school was

promoted. A visit by Big Foot cycle adventures was popular with senior students.

Hill provides the venue and provides support for the Hill Netball Club, and a training and match venue for

the Pukekohe Metro cricket club on our shared artificial wicket.

Kiwisport funding provided coaching for Year1-4 students at our school pool from Daniel Fulton Swim

School, including senior students going to Patumahoe for coaching.

EOTC and Cultural Opportunities: There were a number of educational opportunities provided outside

the classroom (EOTC). These form part of the general curriculum of the school, giving a focus or highlight

to a particular topic or theme, usually related to our Concept Inquiry Learning. Included are cultural,

musical, visual art, camping, safety, dance, and charitable events. The organisation and planning of staff is

especially appreciated as is the support of parents and friends of the school who accompany students and

support this aspect of teaching and learning. The details of these events are usually noted and celebrated

through newsletters, classroom highlights reports to the board and classroom displays.

In 2013, EOTC highlights included:

A senior camp for Year 5 and 6 students at Chosen Valley.

Participation by our kapa haka group in a Multi Cultural festival as

part of our Te Huarahi commitment.

Whole school technology challenges led by Joshua McDonald each

term linked to inquiry concepts and organised in either syndicate or

whanau groupings.

Numerous educational visits usually at a syndicate level to

complement term inquiry concepts.

Weekly and other lunchtime opportunities for students including

jump jam, walking group, library certificate group, ICT middle and

senior school groups, Education for Sustainability team,

Health Promoting School group, choir, kapa haka.

Keeping Ourselves Safe(KOS) programme for juniors.

This is what I call sliding into Learning!


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Children With Special Abilities: The school has a strong background of providing a range of activities to

cater for special ability groups of students. Children are identified and recommended by classroom teachers,

and a data base organisation is well established. Programmes for the Franklin Network of schools for

Children with Special Abilities from Years 1 – 8 are now run from Waiuku Primary.

The academic competitions organised by the Testing Centre attached to the University of New South Wales

are made available to groups of students in Mathematics, Science, English, Spelling, and Computer Studies.

Organised by Malcolm Laurence, highlights in 2013 included the English results with 1 Distinction and 18

Credit results, mathematics students gained 11 Credits. Spelling entrants gained 8 Credit results, and in

computer studies it was pleasing to achieve 2 Distinction and 5 Credit results.

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

Young Leaders day motivational seminar and also representing the school at Armistice Day, an art

workshop, and Malcolm Laurence taking a speech maker group in preparation for school competition which

saw Abbey Howard representing the school at the Franklin championships.

Mathex: The Franklin Mathex competition is a popular event and is incorporated into our school maths

programme competition that leads to our 2 top class teams competing against other school based teams.

Literacy Support: Improving literacy has always been a priority for NZ schools and has been highlighted

by broad government policy statements which schools then need to put into action. Over the 2013 year,

considerable time, human and financial resources have been focussed on literacy. In addition to regular

classroom programmes, support has been given through programmes delivered to special needs children by

support staff, and withdrawal programmes for children with English as their second language, including a

language experience programme which has been increased to two groups of junior students.

Special Needs: The school meets the challenges of providing support for children with special needs in both

class and withdrawal situations. There is a balance of in-class support and withdrawal groups. There

continues to be separate programmes with a language, mathematics or developmental emphasis being

provided for over 90 students by both teaching and support staff. The voluntary initiative we had taken

some years ago at Hill to transfer the teacher staffing component of ORS funded students to either Parkside

School or the Kelston School for the Deaf so that their specialist personnel could have a regular and specific

role in the learning needs and programmes of these students was made mandatory for all schools by the

Ministry of Education in 2012 and was continued in 2013..

Perceptual Motor Programme: Delivery of a Perceptual Motor Programme was continued in 2013 and is

enhanced by a purpose built and set up room. Ongoing support by the Board has been appreciated as is the

skill and commitment of PMP coordinator Kathy Moorhouse. PMP is provided for Y 1 – 2 classes, and the

programme delivery is sustained by the support of teaching staff and parent volunteers. PMP is well

established as an important component of learning delivery for junior students, although the need to use the

PMP room as a New Entrant classroom for part of the year meant that the programme was continued in the

Multi Purpose room.

Maori Language Week: Maori language week was celebrated and

acknowledged in a number of ways throughout the school. Teachers

had a focus on te reo as part of the inquiry concept, including Maori

Team leader Jade Chamberlain arranging for Enrichment Class

tamariki to visit classes, the Family newsletter included information

on the “Arohatia te reo” – cherish the language theme, use of te reo

in the newsletter itself and Maori proverbs.

Cultural Festival: The school was well represented at the Cultural

festival held at Intermediate. This event has become part of our Te

Huarahi calendar. Two sports teams performed well with one team Kia kaha! Kia manawanui.


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winning first place in their section and the other gaining second place. Our kapa haka group led by Renata

Monika and Jade Chamberlain performed for the first time at the festival on the main stage. We were very

proud of our tamariki and the pride, passion and joy they showed.

Pasifika Group: A successful initiative in 2013 was to begin a Pasifika cultural group in conjunction with

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

engaging our Pacifika community. The Wesley students led by Reverend Sylvia led our tamariki each week

in preparation for an assembly concert. On the day of the concert we had many Pasifika parents and whanau

attend to help prepare the children in their costumes and to support them at the concert. We intend that this

become a regular feature in partnership with Wesley.

Concept based Open Days/Evening and Hui were held for families. Maori families were specifically

targeted for some occasions including personal whanau letters, and a general invitation was given to all our

community. Events that had consultation and information components over the year included a Junior

Information evening, meet the teacher interviews at the beginning of year at and at mid year, and celebration

of learning performances. A whole school Open Evening attracted over 1000 parents, students and whanau.

The key aims of these occasions were to inform families, encourage students to share their learning, and

enable staff to promote the learning that has occurred, especially with regard to concept inquiry, our

integrated curriculum, and how families could support children.

Te Huarahi and Maori Enrichment

Class: During 2013, an initiative

begun in 2009 by Pukekohe High

School to invite local schools to form

Te Huarahi, with the aim of getting

schools and whanau working together,

was very active, and a team of 4-6

Hill parents and staff were regularly

involved in Te Huarahi hui. The aim

of Te Huarahi is strongly linked to

improving student achievement

through closer and more productive

partnerships both between schools and

with families. Over 2013, the focus

was on achieving the goals and

kaupapa of the strategic plan pathway

which has been shared with Hill Staff

and families and is on display in the

school foyer.

Hill staff have had a particular interest in the Early Childhood goals and activities of the ECE sub-committee

of Te Huarahi. A Te Huarahi Trust has now been established to give a governance focus and to be stewards

of significant funding provided for a 3 year term by the JR McKenzie trust. The Principal is a member and

Treasurer of the Trust. The Trust has appointed Dobbie Martin as its first paid Community Liaison person.

Another focus was the introduction of a Maori Enrichment class for Year 5-6 students in 2013, a concept

that gained strong support from consultation with whanau. Mrs Chamberlain was the teacher of this class

and a new support staff member Valerie Mave was appointed to provide assistance in te reo and tikanga

Maori.

Te Huarahi Targets: A new section of our Strategic Plan includes reference to the targets of the Te

Huarahi Strategic Plan pathway that was developed by staff from local schools, other agencies and groups

and some community members.

The 5 main target areas and related goals to be achieved by 2015 are noted below.

1. Early Childhood – Every three year old Maori child will access pre-school education prior to coming

to school.

Our kapa haka group welcomed the Counties Manukau Steelers and the

Ranfurly Shield to Hill School.


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2. Whanau Education – The Te Huarahi group will offer 8 educational opportunities to the whanau in

our area.

3. Celebrating Success – All schools participate in a celebration of culture in our area. Te Huarahi

contribute 8 stories of success per year to media and marae.

4. Building Authentic Relationships – Schools will make face to face contact with every Maori family

on their roll. All schools will be offered the opportunity to participate in a Te Tiriti workshop. All

schools will offer to all staff the opportunity to enrol in the Mauri Ora tikanga Maori programme.

5. Raising Achievement – 100% of Maori children will achieve age appropriate benchmarks and/or

personal potential. Other measurable data for Maori students are comparative to non-Maori e.g.

attendance, retention and discipline etc.

The challenge over 2013, and going forward for individual schools and their communities, is to make

progress towards meeting the aspirational targets that have been set.

Whanau Hui: As planning was underway with Te Huarahi, a number of whanau hui were also held at

school. There was strong support for these hui from a core of 5 – 8 staff, and the leadership and commitment

of Jade Chamberlain, Val Mave, Wendy Bates and Anne Boulton is commended. A variety of strategies

were used at the suggestion of those attending and at our own initiative, to promote participation in these

whanau hui, but attendance as a percentage of Maori families of the school continues to be low. In 2013, a

management unit to promote community liaison was approved by the Board for Anne Boulton and this

continues as a successful initiative.

Whanau hui consultation, korero and engagement

Maori Enrichment Class for 2013: Over 2012 we discussed the possibility of a Maori Enrichment class for

Hill students. After initial feedback from our Board of

Trustees and informal discussion with some whanau ,

this concept was taken to a whanau hui where there

was a real

enthusiasm for

the idea and so

a hui was held

for families

and there was a

great response

from the 90

parents and

students that attended. The Board approved the concept for 2013 for

Year 5 and 6 tamariki and by the end of year children and families from different cultural and ethnic

backgrounds had volunteered for this class, and a teacher, Mrs Chamberlain and teacher aide Mrs Valerie

Mave were appointed. The model for the Enrichment class is similar to those that have been running

successfully at Pukekohe Intermediate. The Enrichment Class programme includes our school and national

curriculum but also has a particular focus on aspects of te reo, and tikanga maori. All tamariki in this class

were included in our kapa haka group. In 2013 the Enrichment class also took a leadership role in promoting

matariki and taking te reo in junior classes.

Celebrating

Matariki

led by our

Enrichment

class


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Family Conferences and Reports: An impressive 90 % of junior class families attended a meet the

teacher evening early in Term 1, and 80% of families attended initial Family Conferences with Year 3-6

students in Term 1 and 78% Year 0-6 families came to mid-year conferences with their children. The

inclusion of students at these opportunities has enhanced aspects such as next learning steps and sharing

learning goals with parents. There has been positive feedback on this approach. Parent Report

documentation had some modifications relating to national standards, and 2 written term reports were

provided to families at mid-year and end of year.

Celebrating and emphasising the arts in action took place in many ways, and included:

Hill choirs led by Wendy Bates and Liz Reid impressed in a range of opportunities including at Franklin

Music Festival, and at school assemblies.

The Hill kapa haka group continued in 2013 with tutor Renata Monika, Jade Chamberlain and Valerie Mave

and performed in a number of different events and celebrations, with particular highlights including

performing so well at the cultural festival and performing at whanau hui, matariki, and assemblies.

A keen weekly ukulele group practice enthusiastically with Mrs Reid.

Talent contests and discos run by student Ambassadors and several other student groups.

Students learn keyboard, guitar and drums with tutors at school with

students achieving well in exams.

Journalism group with Mrs Green produces attractive senior Hill Year

book.

Senior school speech competition and entry to Franklin championship.

Pasifika group led by Wesley College students perform at concert after

a term’s training.

Student artists involved in 2 major external murals – House birds on

the new library wall, and a Learner Tree on the multi purpose room

supported by Mrs Williams and Mrs Pressnell.

French language lessons after school led by a Hill parent.

Lunch with the Principal: This initiative was begun in 2013

and led by Mrs Smart and her student Health Promoting team.

The aim was to celebrate excellent attitudes and achievement

by our students by inviting a student from each class to join

the Principal for lunch in the Hauora room. This event was

held each term, and certificates were presented at a school

assembly to celebrate these students and promote personal

achievement with all our students.

An ICT Club model has proved a popular and useful initiative for both the individual students involved and

the skills they have brought to classroom use of ICT and related equipment and the role these students have

had at using data projectors, overhead projectors, sound systems and laptops for occasions such as syndicate

and school assemblies, public functions, concerts and prizegiving events. In 2013, two separate clubs

operated for Year 4 students in addition to the Year 5/6 group. The role of teachers Heather Murray and

Rick de Kock in leading these clubs is much appreciated.

Leadership by Students: Students show leadership in many ways both informally with their peers and

more formally in groups and activities. These include our: Ambassadors, student ICT and AV team,

Environment for Sustainability group, Health Promoting team, Travelwise group, kapa haka leaders, house

leaders in sports, students running events such as miniwheels, arranging talent contests, whanau technology

challenges, and over 100 students who show leadership as monitors in such areas as road patrol, lunches and

wet day supervision in classes, office reception, and sports shed.

Making sweet music

Celebrating achievement at lunch with the Principal


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Making a Difference: Our Vision Statement has a focus on “making a difference”, and this is related to

social action. Events such as fundraising for Daffodil Day, World Vision and the local Seasons programme

hosted at Hill were examples of staff, student and community events. In 2013, we also supported an ex Hill

student Robbie Ritchie to travel to Germany for a life saving operation, and this was an excellent example

for students of how they can make a difference, and this was the theme that Robbie explained to children

when he spoke at a school assembly.

Virtues: After initial consultation with the community, virtues such as honesty, self discipline, enthusiasm,

respect and responsibility were given particular support. The Virtues programme was first introduced as an

informal part of classroom teaching and management and promoted to the community through newsletters.

The Virtues programme has continued with some refinements and is now a core part of defining what we

value at Hill School. Feedback from staff and the community has been both supportive and positive. In

2013 the Concept based inquiry approach is in operation across the school, and the decision to incorporate

relevant virtues with each inquiry concept focus is a key component of Hill being a virtues driven school,

with strong links to the values and key competencies which are now part of the New Zealand curriculum.

Concept Based Learning: Over 2013, a

Concept Based Integrated Curriculum Inquiry

approach to learning continued to be our key

way of delivering the curriculum. This approach

to curriculum design and teaching has a very

clear “fit” with the intent and direction of recent

changes to the New Zealand Curriculum. The

roles of Assistant Principals Wendy Bates and

Malcolm Laurence, with the support of

Syndicate leaders are key drivers for success

and development in conjunction with overall

staff contributions at Curriculum team and

individual level.

Promoting the skills of being great learners


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Community Partnership and Involvement: A feature of Hill School is the high level of community

partnership and community involvement that can be identified throughout this report and is often highlighted

through monthly reports to the Board and weekly newsletters. It is also worthwhile to note the link between

this section of the Annual Report and our School Vision Statement in terms of the social action aspect of

“making a difference”. Some examples are noted below:

Our School Picnic attracted an estimated 1000 students and whanau. With stalls, food, and entertainment in

a relaxed evening setting, there was very positive feedback. A focus for staff was to see this as an

opportunity for kanohi ki te kanohi with whanau.

Daffodil Day, World Vision, Cultural Mufti day, were all 2013 events often with a fundraising focus for

external causes, and linked to our virtues or concept inquiry themes.

Special note is also made of a whole school learning Mathathon fundraiser that enjoyed excellent

community support, and raised over $8 600.

Prizegiving Celebrations: Partly because of our size, and our aim to celebrate children throughout the

school, there are 3 separate prizegiving celebration events at the end of year.

Each event has developed its own style and flavour, and the community support given is excellent. The wide

range of academic, cultural, sporting and relational awards, trophies and certificates also partly reflects the

history of Hill School since 1952, and those areas of curricula, extra curricula and attitudinal virtues that our

community considers to be important.

NAG 2: DOCUMENTATION AND REVIEW

Charter and Strategic Planning: The school has extensively added to and made major structural changes

to its range of Charter and Strategic Planning documents which are reported annually to the Ministry of

Education. The Charter was updated for 2032 – 2015 and includes specific sections on curriculum, student

achievement, review processes, personnel, property and finance, health and safety, community partnership

and relevant action plans Policy Review: The Board has developed a robust and systematic policy review process

The policy review process includes: An invitation to the school community to participate.

Policies made available at the school foyer counter.

Invitation for staff to contribute, especially where they have responsibility roles.

Leadership Team review of some policies.

Policies and amendments brought to the Board for consideration, further amendment and adoption.

Amended policies inserted as Nag related “sets” on completion of review process into Trustee

Manuals, staffroom and community policy booklets.

Other than the paper copies noted above, all policies are accessible through the Teacher

Shared/Administration/Policies section of the school intranet.

Review Schedule: The Policy Booklet is organised into the 6 National Administration Guidelines and

there is a three year review process covering the 75 policies.

National Administration Guidelines: Review Date

Nag 3 Employer Responsibilities 2013

Nag 4 Financial and Property Management 2013

School Bylaws 2013

Nag 5 Health and Safety 2014

Nag 6 Administration 2014

Nag 1 Curriculum and Student Achievement 2015

Nag 2 Documentation and Self Review 2015

Linkage to Strategic Plan:

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


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NAG 3: PERSONNEL

The continued effectiveness of school programmes, management and administration, depends heavily on the

expertise and commitment of the personnel working in and for the school.

The Board and Leadership team have continued to develop and implement personnel policies which promote

high levels of staff performance, use educational resources effectively and recognise the needs of students.

The Board also takes a positive role as a good employer and acknowledges in its operations the conditions

contained in collective and individual employment contracts for both teaching and non-teaching staff.

Board of Trustees: To start 2013, members of the Board were Kishor Kanji (Chairperson) Ros Phillips,

Andrew Trow, Andrew Morgan, Catherine van der Vegte, Simon Vale, Wendy Bates, and Graeme Rix.

Trustees have additional committee and portfolio roles, and members have an extensive Board Manual that

has been prepared to assist trustees in their role. During 2013, the Board reviewed its committee and

portfolio job descriptions as part of its self review process.

In 2013, national elections were held for school boards, and a number of the current board, including a

number who had been long standing trustees, but no longer had children at school, indicated they would not

seek re-election. At election time a new Board was elected: Greg Saunders (Chairperson) Andrew Morgan,

Amy Nicholson, Rob Davis, Julie Brook, Nigel De Maine and Graeme Rix.

Chaplaincy Service: An initiative approved by the Board several years ago, and continued in 2013 was the

role of the school’s chaplain. Our first chaplain Mrs Rowena Haldane moved out of the area after 3 years of

committed and helpful chaplaincy at Hill, and a new chaplain, Mrs Alicia Trethowen, was appointed.

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

Professional Development: A Staff Development plan was established and policies are in place which

enhance the plan’s delivery. The Action Plans and Strategic Plan have considerable impact on human

resource development as do the Performance Management Systems in place.

The overall level of Human Resource Development and its outcomes can be seen as an indication of the

Board’s commitment to promote and fund staff development, curriculum and professional training

opportunities.

Human Resource Development in the form of staff training, curriculum and professional development is an

important component in meeting both the performance management aspect of NAG 3 and the ongoing

programme of self-review of NAG 2.

By providing developmental opportunities, the Board acknowledges the importance of life long learning for

all those employed within the school and the impact of professional development in providing and

promoting quality educational outcomes. Four separate but linked Annual Section plans (Pp 10-18) of the Strategic Plan underpinned the professional

development pathway for the school and its staff in conjunction with the Performance Management systems

of the school. These Annual Sections; Community, Life Long Learners, Committed to Achieving Our Best,

Making a Difference outline the key areas of professional development and learning which are linked in turn

to aspects of student achievement and our annual achievement targets.

Whole Staff Development:

Had a major focus on Assessment For Learning and Teaching as Inquiry. Evaluation Associates through

facilitator Barbara Anne Alexander delivered the second part of a two year contract partly funded by MOE

around Leadership and Assessment for Learning with a supporting team of Lead Teachers including the

Principal and Assistant Principals. In 2013, the focus has been around writing including development using

e-asTTle. Within this development have been the themes of clarity in the classroom, learning focussed

relationships, and self and peer assessment.

The Lead Teacher group from 2012 continued to meet including a number of times with the facilitator.

Development has included a series of observations led by the facilitator and lead teachers with classroom

teachers into specific aspects of the writing lesson, with feedback and feed forward interviews following.


12

The impact of this development contract has seen significant shifts in teacher pedagogy and practice, and in

student achievement including many showing an increased understanding of their own learning process and

achievement. The Board has been aware of much of this development both through the Principal’s reports

and quite powerfully, from the variety of classroom highlights reports from teachers where the language of

learning, comments on this professional development and examples of children’s work was evident.

ICT Development:

A three year ICT professional development contract concluded in 2012, however ICT development has

continued in a range of ways: identified staff members attending conferences, such as U.Learn and Learning

at School, a focus on support with software and new devices by ICT Team leaders and colleagues,

voluntary workshops, and development in the use of ipads for 19 staff with Catherine Brill. The leadership

and mentoring roles of Heather Murray, Josh McDonald and Rick de Kock have been valued as has been the

strong level of sharing and collaborating by staff across the school.

NAG 4: FINANCE AND PROPERTY

Legislation on property and financial management gives responsibility for boards to allocate funding to

reflect the school’s priorities. Through the Operating Grant, school fees, trading opportunities, private and

business donations, additional funding negotiated through the Ministry of Education and funds made

available by the PTA, the Board of Trustees looks to maintain and develop the resource base of the school

by providing new physical resources, and by managing, repairing and upgrading existing resources. In 2011,

there was consolidation and expansion of the significant resource base of the school.

Kiwi Sport Funding: A requirement of Annual Reports is to note expenditure on Kiwi Sport funding that is

identified through our Operational Grant. In 2013, the school received $7645.00 which was mainly spent on

employing swimming tutors from Fulton School of Swimming, and for a hockey coach to deliver skills

based activities.

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


13

Resource Room: Over the years, the Resource Room has had 3 significant building extensions to cater for

the demands of a growing school and a very comprehensive resource base. Staff are able to use a scanning

system and computer data base programme for borrowing and searching. The most recent extension has

allowed additional storage shelving, a work area for teachers, a teaching area for small groups and

placement of additional copying facilities. Our Resource room is of high quality, and attracts very positive

comment from visiting teachers.

ICT and Audio Visual Upgrades and Development: Information technology continues to be a major

financial commitment for the Board of Trustees. The annual accounts indicate over $50 000 was

expended.In 2013, through Board and PTA funding, sixteen computers were upgraded and replaced, new

cabling and switch equipment was installed in some work areas, Tela laptops were replaced as leases were

renewed, and a variety of software was purchased. A number of laptops were provided for special needs

student use and a class space set up for use by students and their support staff. In 2013, 10 ipads were

introduced, several additional data projectors, wireless units, class redcat sound systems and monitors

purchased. In 2013 all classes had the use of data projectors and powered speakers or large screen

televisions linked to laptops. A Learning Hub of 12 computers has been set up in the large foyer between

Rooms 20/21 and 15/16. This has been a welcome addition to our infrastructure as is the learning area

adjacent to Room 18.

In 2013 a major SNUP (School Network upgrade) was undertaken as a shared MOE and Board cost and

UFB ( Ultra Fast Broadband) connection was installed giving fibre to the gate capacity. By the end of year,

planning was well underway for the installation of whole school wireless capacity as an addition to the

earlier SNUP upgrade, and planning was also in place to introduce a cloud based SMS (Edge – Musac)

system, a cloud based Nimbus service to replace our main servers and the introduction of new software

operating systems in 2014.

Other Property Development: Some other areas of

property development and improvements over 2013 included

the completion of a major security system upgrade after the

original contractor went into liquidation, completion of a

major school wide networked cabling IT project (SNUP)

mainly funded by the MOE with a Board contribution,

ongoing pool repairs to resolve major leakage, ceiling repairs

to the external veranda outside Room2 25 and 26 and the

hall ceiling.

Painting Project: Over 2009 -2011, a major painting project

saw the school repainted externally in a new colour scheme at

a cost of over $83 000. In 2013 painting expenditure was $32

480 ($15 800)

Physical Resources: Considerable expenditure was committed to improve and develop the physical

resources available to enhance teaching and learning and the management of the school. This development

was across all curriculum areas. Information Technology infrastructure development over 2013 as outlined

elsewhere in this report, continues to be an important priority in terms of financial expenditure.

Financial Management

Payroll: Teaching Staff and Support Staff were paid, not paid, over paid and under paid during 2013 after

the MOE appointed a new Australian based payroll provider, Novopay part way through 2012. This change

is seen as a major blunder as from the first pay period, there were a completely unacceptable number of non-

payments, under and over payments to teaching and support staff across New Zealand. The education

payroll is possibly the most complex and certainly one of the largest in NZ. The Australian firm appointed,

Talent 2 and its software programme development and staffing seem unable to meet the requirements of

delivering payroll which is of real concern to Boards as the employer of staff. Over 2013, there was some

A new garden and seating area proves a

popular addition


14

improvement in delivery but by the end of year there were still errors that were over 12 months old not yet

resolved, and the time taken by the Executive Officer has meant a significant extra cost to the Board in hours

worked, greatly increased stress levels for those involved in payroll matters, and some reduction in the

effectiveness of our overall financial management. My thanks go to Jean Potter and her commitment to our

staff in resolving so many of these payroll errors caused by Novopay’s cumbersome, complicated, work

intensive systems and often the problem of Novopay staff who were clearly incapable of providing an

efficient and timely service. My thanks also to all those staff who have continued to endure the implications

of these errors, as in some workplaces industrial action could have been expected and understood.

Audit Report: It was pleasing that an Unqualified Audit opinion was received for the 2012 year, especially

as there was extra work required because of the inaccuracy of the Novopay system as noted above. A

financial support contract with Ed Tech has assisted the Executive Officer and the audit process over 2013.

PTA Donations: During 2013, the PTA was generous in donating

over $11 470 and raising over $22 000 net, with a healthy closing

balance of over $31 000. These donations were used for: supporting

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

camps and trips, prize givings, a major data projector and powered

speaker upgrade in classes, sports equipment, and wet day games for

classes. The overall contribution of the PTA with the support of the

school community was a real credit to the 2013 PTA Committee.

School Donations: There was a positive and regular approach to school donations, but the budgeted income

of $17 000 was slightly down with income of over $16 000 ($18 000/ $18270 received in 2012), in what was

a difficult year financially for many families. There continues to be an awareness that school donation levels

are well short of their maximum potential if all families were to contribute, and the donation levels set have

not been increased for a number of years.

Sponsorship, Grants and Other Income: In 2013, sponsorship, grants and other income included: $3 267

from Postie Plus, and $500 from Photolife Newsletters were supported by the Pukekohe Professionals, and

there was ongoing support from Pukekohe McDonalds, Pukekohe Nandos, Pukekohe VTNZ, Lions and

Rotary Clubs.

NAG 5: HEALTH AND SAFETY

First Aid: A staff data base is in place to identify the type, level and date of previous training. In 2013, a

number of staff undertook St Johns Workplace First Aid refresher courses. At year’s end, a total of 12 staff

held this First Aid qualification.

Health Centre: Regular improvements were made to documentation and advice on care of general injuries

and the care required for specific children. During the year, time was taken with staff to review procedures

including significant incidents, including severe allergies. In 2013, the health and medical conditions and

treatment sections data base held at the Health Centre was reviewed and updated.

Health and Safety Committee: The Health and Safety committee comprises both staff and board members

and was active in 2013, with a particular focus on hazard identification. There is a close relationship with the

Property Committee which is helpful.

Sausage sizzles are a popular fundraiser


15

Evacuation Scheme: A Fire Service Evacuation Scheme has been developed, approved, and was

implemented in 2013. Evacuation drills are held once each term, and the Fire Service advised. In 2013, there

continued to be attention to earthquake response and a following a significant policy review in 2011, there

continued to be a lockdown practice with the community advised beforehand through a newsletter.

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

were promoted in 2013 to complement the work of the school’s attendance officer. This promotion included:

Contacting the school by note or phone, using an answer phone facility, texting school on a dedicated cell

phone for this purpose, or e.mailing options. The new school website also has a function for reporting

absences. In 2013 an electronic attendance system for teachers was in use in class and although the need

for paper copies still arises, this system is working satisfactorily.

Emergency Response Action Booklet: This booklet has been developed from the original NZSTA

sponsored programme and was completely reviewed and updated over 2013. This document has particular

importance in the event of a civil defence or similar emergency.

Pupils in Positive Playgrounds (PIPPS) This playground safety and monitoring programme has been in

place for over 10 years, with a number of modifications made over this time. Despite the strong roll increase

over this time, the statistics that are kept indicate a clear trending down of “Consequence Book” entries by

duty teachers for inappropriate student behaviour. Links have been made with the introduction of a school

wide Virtues programme and the reduction in consequence book entries.

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

in 2013 An initiative in 2013 was the HPS team’s organisation of “Lunch with the Principal” each term

which celebrated high achieving and accelerated progress by a student from each class. Another highlight

was the Master Chef competition that saw many weeks of delicious and healthy meals being prepared in the

Hauora Room in front of a panel of judges and student supporters enjoying our chef’s culinary expertise

from the viewing area outside.

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

TravelWise in 2013: Led by Mrs Smart our TravelWise student team

had a successful year, with events such as Mini Wheels, Auckland

transport Big Foot cycle safety lessons, speed walking competition,

attendance at a student workshop, assembly powerpoints on safe

travelling, all being part of TravelWise in 2013. In addition, staff were

also involved through TravelWise with Auckland Transport to promote

the TravelWise message.

Encouraging

risk taking

can promote

making safe

decisions


16

NAG 6: ADMINISTRATION

The National Education Goals and National Administration Guidelines allow for a range of self management

as well as providing the framework for centralised control by the Minister of Education through the Ministry

of Education, the Education Review Office and a raft of regulatory legislation.

Within this framework there is room for innovation as well as challenges, as the board and staff deliver

teaching and learning programmes and strategically plan future directions for Hill School.

Roll Growth:

The School’s roll level continues to be a powerful dynamic which has wide reaching implications for school

strategic development and operational planning. Some statistics including historical trends relating to roll

growth and pupil profiles are noted below.

Total Enrolments July 1 Roll December Roll

2013

2011

2009

204

175

201

577

584

626

644

593

657

2007 188 541 614

2005 190 552 608

2003 159 519 555

2001 161 537 538

ACKNOWLEDGEMENTS

Through reading these reports you will appreciate that our school continues to be an active, challenging, and

stimulating environment.

It is a pleasure to acknowledge the contribution of so many people and groups who enhance the life of the

school and help to give Hill a special character.

The commitment of teaching and support staff is an essential ingredient for achieving learning outcomes and

ensuring that the school’s new Vision Statement becomes a living reality. The professional skills and

willingness to change by staff is to be commended, as is the curriculum leadership of Wendy Bates, and

Malcolm Laurence, supported by the Leadership team.

The current Education Review of the school by the ERO team resulted

in a very positive report that indicated the strength of school and Board

leadership, organisation, administration, financial management, and

most importantly the learning opportunities and commitment to student

progress and achievement that the ERO team found evident through its

review process. A

particular feature of this

ERO review outcome was

that the school was advised

that the next review would

be in 4-5 years, rather than

the usual 3 yearly visit.

This top commendation is


17

only given to about 12% of New Zealand schools and is a significant recognition of the educational

strengths and opportunities for student learning at Hill School. Our aim in 2013 was to build on our

strengths to deliver inclusive, broad and rich learning opportunities for students.

The involvement of parents, caregivers and friends of the school is an important element in promoting

school goals and providing opportunities for children which enrich their learning experiences.

The support of the PTA is much appreciated, especially their support financially for both school curriculum

programmes and physical resources.

The role of the school’s Leadership Team in partnership with the Board and staff is crucial to the

development of the school. My thanks to the team of Wendy Bates, Malcolm Laurence, Shirley Smart,

Joshua McDonald, Lorraine Watson, and Anne Boulton.

Thanks to the Board for their on-going support for growth in physical and property resources, and their

support for developments in teaching and learning opportunities which have characterised Hill School

Boards. Trustees make a positive contribution to governance in the school and have been ably supported

through regular contributions by Assistant Principal Malcolm Laurence, Executive Officer Jean Potter and

the recording skills of Minute Secretary Valerie Tjoelker.

Over 2010-2013 the Board was ably led by Chairperson Dr Kishor Kanji, and Board members have taken on

a range of committee and portfolio responsibilities. The Board at the start of 2013 was Kishor Kanji, Ros

Phillips, Andrew Trow, Simon Vale, Catherine van der Vegte, Andrew Morgan, Graeme Rix, and Wendy

Bates. In 2013, new Boards were elected nationally, and a number of longstanding trustees who no longer

had children at Hill stepped down. The new Board that was elected in 2013 was Greg Saunders

(Chairperson) Amy Nicholson, Julie Brook, Andrew Morgan, Rob Davis, Graeme Rix and Nigel De Maine.

Thanks to all our Trustees, with special thanks to outgoing Chairperson Dr Kishor Kanji for his many years

of trusteeship and his effective role as Chairperson, and to Staff Representative Wendy Bates who has made

a valuable contribution to the Board for over 15 years.

The positive support of both Boards throughout 2013 was appreciated as it contributes to the governance of

the school and helps to provide the conditions for effective management by the professional staff. Hill

School continues to be fortunate in having Boards which are not only committed to achieving goals but

recognise and value the strength of working harmoniously in partnership with staff and the community.

It’s appropriate to acknowledge and celebrate the children of our school. Each year as we farewell our Year

6 students and celebrate with all our classes at prizegivings, it is a time to reflect on the enthusiasm for

learning, strong virtues shown, and positive attitudes, of so many of our students which bring credit to

themselves, their families and their teachers.

Graeme Rix

Principal

M.Ed Admin, BA, Dip Tchng

We hope you enjoyed reading these

Annual reports....


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principal annual report 2013

Documents