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Policy Framework
- Operational Policy / Principal Delegations / Principal Appraisal / Discipline
- Professional Expenses / Reporting to the Board / Curriculum Delivery (NEP/NAG 1)
- Personnel (NAG 3) / Financial Planning (NAG 4) / Financial Conditions (NAG 4)
- Asset Protection (NAG 4) / Health & Safety (NAG 5) / Legal Responsibilities (NAG 6)
- Complaints or Concerns (procedure)
- Reporting and Resolving Bullying (procedure)
- School Attendance
- Tsunami Planning (developed in consultation with Civil Defense)
Operational Policy
The Principal shall not cause or allow any practice, activity or decision that is unethical, unlawful, and imprudent or which violates the board's charter or expressed values or commonly held professional ethic.
Delegations to the Principal
Specific delegations are made to the principal to ensure that he is able to :
- meet the requirements of his current job description
- meet the requirements of the Principal's Professional Standards
- act as the educational leader of the school
- maintain the internal culture of the school
- manage the school effectively on a day-to-day basis within the law and in line with board policies.
- implement the school's annual plan, giving priority to the school's annual targets.
- use resources efficiently.
- put good employer policies into effect.
- oversee teacher appraisals and staff professional development.
- hire, deploy and terminate relieving and auxiliary staff positions
- preserve assets, both financial and property
- make financially prudent use of staff resources and Banked Staffing options
- communicate with the community on operational matters
- keep the board informed of information important to their role.
- report to the board on the school's compliance with their policies.
- organise operations within the boundaries of prudence and ethics established in board policies
- act as Protected Disclosures Officer
- appoint, in consultation with the board, the Privacy Officer and EEO Officer.
Only decisions made by the board acting as a board, are binding on the Principal. The decisions or instructions of individual board members, portfolio holders or committees are not binding on the Principal except when the board has specifically authorised it
The relationship between the Board and Principal is one of trust and support. Both parties' are expected to work to ensure a ‘no-surprises' relationship is established and maintained.
Principal's Performance Appraisal
The Principal's performance is monitored against the strategic plan, professional standards and board policies.
The board monitors those parts of the Principal's personal development objectives that have been identified and agreed upon by both parties in advance.
There will be an agreed time established when board chairperson (or designated person or committee) and the Principal meet to carry out a formal appraisal based on agreed criteria. The format and process for this meeting will be negotiated and agreed upon by the board chairperson/delegate and the principal.
The Board will receive a summary report, formally once a year at a board meeting that has “excluded the public”.
Disciplinary Process
In the event the board determines that policy violation(s) has (have) occurred and the board judges the degree and seriousness of the violation(s) to warrant initiating a disciplinary process, the board shall seek legal advice from and follow due processes.
The Board is responsive to parents and has clearly articulated processes for handling complaints or concerns.
Principal Professional Expenses
A budget for professional expenses and for the professional development of the Principal will be established annually. These expenses may include continuing education, books and periodicals, and attendance at professional conferences.
Reporting to the Board (Expressed as Limitations)
The principal reports to the board as a whole and keeps it informed of the true and accurate position of the outcomes of programmes and services; financial position; and all matters having real or potential legal implications for St Clair School. This ensures that the board is informed and supported in its strategic decision-making and risk management. As a consequence, the principal may not fail to:
- inform the board of significant trends, implications of board decisions, issues arising from policy matters or changes in the basic assumptions upon which the boards strategic goals are based.
- submit the monitoring data required in a timely, accurate and understandable fashion.
- report and explain financial variance of 10% or more against budget projections.
- present information in a suitable form not too complex or lengthy.
- inform the board when, for any reason, there is non-compliance of a board policy.
- recommend changes in board policies when the need for them becomes known.
- limit public statements about the official position of the board on controversial social, political, and/or educational issues to what the board has formally adopted as positions of record.
Curriculum Delivery (Expressed as Limitations)
Delivery of the curriculum shall foster student achievement. Therefore the Principal may not fail to:
- ensure opportunities for success in the essential learning areas and skill areas of the New Zealand curriculum.
- give priority to literacy and numeracy. especially in years 1-4
- report on the progress and achievement of students.
- identify students at risk of not achieving and implement teaching and learning strategies to address needs.
- consult with the school's Maori community about the policies/plans for improving the achievement of Maori students.
Personnel (Expressed as Limitations)
The board delegates responsibility to the principal all matters relating to the management of staff , including the use of Banked Staffing Resources, in the expectation that they will be managed in a sound, fair, and respectful manner, in accordance with the current terms of employment documents. As a consequence, the Principal may not fail to:
- ensure that employees are not discriminated against on other than clearly job-related, individual performance or qualifications.
- ensure all employees their rights to personal dignity, safety and access to an approved and fair internal grievance process.
- ensure that all required staff are registered or have a current Limited Authority to Teach.
- provide a smoke free environment
- provide for all staff a contract, either individual or collective.
- carry out annual performance appraisal
- meet current employment legislation
- take reasonable steps to protect staff from unsafe or unhealthy working conditions.
- utilise Banked Staffing resources in the best interest of the school
- implement protected disclosure provisions.
Financial Planning
Budgeting shall reflect the board's strategic plan, minimise financial risk, and show a generally acceptable level of foresight. Thus the budget, established in consultation with the school's finance committee, should:
- reflect the priorities as established by the board in the Charter and Strategic Plan.
- comply with the board's requirement of a balanced budget.
- ensure adequate working capital.
- demonstrate an appropriate degree of conservatism in all estimates.
Financial Condition (Expressed as Limitations)
The financial viability of the organisation must be protected at all times. Therefore, the principal shall not:
- incur unauthorised debt.
- violate generally accepted accounting practices or principles.
- use tagged funds for purposes other than those approved.
- spend more funds than have been allocated in the fiscal year.
- fail to use Banked Staffing resources to the best advantage of the school
- fail to ensure all money owed to the school is collected in a timely manner.
- fail to make timely payment to staff and other creditors.
- sell or purchase unauthorised property.
- spend on single items beyond a board-established limit.
- fail to ensure that all relevant government returns are completed on time.
- fail to ensure that no one person has complete authority over the school's financial transactions.
- make any purchase:
- of over $1000 without having obtained comparative prices and quality.
- of over $1000 without an adequate review on ongoing costs, value and reliability.
Asset Protection (Expressed as Limitations)
Assets may not be unprotected, inadequately maintained or unnecessarily risked. Accordingly, the Principal may not:
- fail to insure assets.
- allow unauthorised personnel to handle funds or school property.
- subject plant and equipment to improper wear and tear or insufficient maintenance or inappropriate use.
- fail to ensure the implementation of the 10 year property maintenance plan
- fail to protect intellectual property, information and files from loss or significant damage or unauthorised access or duplication.
- receive, process or disburse funds under controls that are insufficient to meet the board-appointed auditor's standards.
- invest or hold operating capital in insecure accounts, or in non-interest bearing accounts except where necessary to facilitate ease in operational transactions.
Health & Safety (Expressed as Limitations)
Students and staff shall have a safe physical and emotional learning environment . Therefore, the Principal shall not fail to:
- take reasonable steps to protect staff and students from unsafe or unhealthy conditions.
- provide a smoke free environment
- ensure a risk analysis management system (RAMS) is carried out where and when appropriate.
- consult with the community regarding the health programme being delivered to students.
- provide privacy of personal documentation held at school.
Legal Responsibilities
School procedures will meet the legislative statutes and regulations as set down in the appropriate Acts, Ministry of Education circulars and the Education Gazette
Complaints or Concerns (Procedure)
The Board of Trustees recognizes that a clear set of guidelines will help to ensure that any concern or complaint about the school, or the conduct of any individual associated with the school, is addressed appropriately.
In the event of a concern / complaint arising, the complainant is expected to:
- discuss the concern/complaint with the person at the school most closely related to the issue. If the concern/complaint has not been fairly heard or responded to, within a reasonable period of time…
- arrange an appropriate time to discuss the concern with the Principal. If after this discussion the concern/complaint has not been "fairly" heard, responded to or resolved…
- contact the Chairperson of the Board of Trustees to arrange an informal meeting with the Principal and Chairperson to discuss the matter. Initially the chairperson will undertake a liaison roll with all parties. If, following the informal discussion, the complaint has still not been resolved…
- refer the complaint to the Board of Trustees in writing at least four (4) days before a monthly Board meeting. If after consideration by the Board the complaint has still not been resolved…
- independent arbitration should be considered
Reporting and Resolving Bullying (Procedure)
Bullying is a complex social phenomenon that occurs at all levels of society. St Clair School takes an active stance against bullying. Any parent with concerns about bullying is urged to contact their child's teacher, a senior staff member or the principal. Typically the school's response will be:
- listen carefully to parental concerns
- speak to the victim and reassure them that they have done the right thing in reporting the matter
- Speak to the child suspected of bullying - gathering their perspective and reinforcing the school's expectations
- put in place management systems that will minimise / eliminate the likelihood of the issue occurring again
- reinforce with the victim the importance of reporting any such incidents in the future
- re-contact the parent to discuss outcomes and resolution
- contact the parent of the child accused of bullying
- Follow up at a later date to see if the matter is resolved
Additional support/guidance may be offered for any child experiencing repeated negative social interactions / bullying.
Attendance (Procedure / Guidelines)
Click here: School Attendance
Tsunami Hazard Procedures (developed in consultation with DCC Civil Defense)
In the event of a major under-ocean earthquake, a tsunami is possible.
Tsunami detection equipment monitored by the NZ government will give up to 12 hours warning. Civil defense will notify residents of low-lying areas if a Tsunami is possible.
Should the civil defense alarm sound during school hours, staff will turn on radios and listen to local radio stations and follow instructions given.
Should a warning be broadcast prior to the start of the school day, school will open late or open for only half a day if the tsunami arrival time is scheduled for the afternoon. Parents are expected to use their discretion when deciding if they wish to send their children under such circumstances.
Scenario #1: TSUNAMI GENERATED FROM A DISTANCE – SAMOA, PUYSEGUR FAULT, SOUTH AMERICA
If the wave is 4-12 hours away (generated; near Samoa, on the Puysegur fault or in South America) children and staff will remain at school so that parents can collect their children from school if they wish to do so.
Actions in the case of a distant wave:
One and a half hours prior to the scheduled wave-arrival (staff must monitor closely any reports of wave movement down the coast of New Zealand or on the Chatham Islands) , classes will assemble on the asphalt courts and carry out roll procedures and then prepare to move inland.
Teachers are to await direction from a senior staff member and ensure that the school moves together in an orderly fashion. It is possible that the reduced roll due to parental collection of children, may allow some staff to leave and ensure their own families are safe. The first priority of all staff however is the safety of children at school.
Evacuation in the event of a distant tsunami with multiple hours of warning will be via Nile St, West Ave, Surrey St and Macandrew Rd – eventually arriving at St Bernadettes School. Civil Defense advise moving inland, away from the coast. The dissipating effect of the open, gradually rising terrain will spread and halt any flooding.
Children and staff will shelter in the St Bernadettes School hall.
Scenario #2 TSUNAMI GENERATED LOCALLY – AKATORE FAULT
If a magnitude 8+ earthquake occurs on the Akatore Fault, a tsunami may be generated. Such an earthquake would be severe, localised and cause major destruction. If a wave is generated, it will arrive within 20 minutes at St Clair and may be up to 2.5 metres high. The sand seawalls can be expected to withstand this size of these waves for at least 30 minutes.
Actions in the case of a locally generated wave :
Children will remain in the main wooden framed, two-storey block (unless it is structurally compromised)
All children and staff will make their way upstairs, beyond the reach of surface flooding or wave action
Children and staff will await further instructions from school leadership
After-shocks can be expected – sheltering from breaking glass is essential.
Civil Defense advises that this is our best option in this scenario. It is not an ideal solution.