• Training
• Regional sector forums
• Consultant briefings

Training

Booking onto a training session

Enrolments for our training sessions are managed through the Ministry’s Training Services website .

If you have received an email from Training Services with a username and password, log in through the above link. You can also recall your log in details on this page if you have forgotten them.

If you haven't received an email with your log in details, email eis.training@education.govt.nz and we will set you up with a log in.

Once you have logged in, follow these steps to book onto a course:

1. Select 'Browse Training' on the left hand side menu.
2. Select 'Courses' and 'Education Infrastructure Service'.
3. Select the course you would like to book.
4. Below the description of the course select 'Add Booking' next to the session you would like to attend.

Once you have completed your booking you will receive a confirmation email with details of your booking along with further details to prepare you for the session. You will also be able to see your scheduled training under 'Home' on your Training Services account.

In the event that a course is fully booked, we run a waitlist system.  When a place becomes available we will advise you directly or may put on additional courses where there is sufficient demand.

Where only a small number of people have registered for a course, we may cancel or change the dates of the course. Therefore, if you are travelling by air and/or booking accommodation, please make sure your tickets and accommodation can be changed, transferred or refunded.

If you have any queries please contact eis.training@education.govt.nz .

WebFM condition assessment tool training

As of 2015, all 10 Year Property Plans (10YPP) must be prepared by a 10YPP Consultant who has completed the WebFM condition assessment and 10YPP training.

We offer 2 training courses for 10YPP Consultantsproject managers on the use of the WebFM condition assessment tool and methodology:

• 2-day Introductory training course for school 10YPP Consultants whoproject managers who are new to the on-line system, and
• 1-day Advanced course for 10YPP Consultants whoproject managers who have already completed the introductory course.

There is no charge for these courses.

To book onto these training courses, please email  eis.training@education.govt.nz

10 Year Property Plan (10YPP) training

This one-day course is designed to give 10YPP Consultantsconsultants an understanding of their involvement in the production of a good quality 10YPP and will focus on the planning aspect of 10YPP preparation and development.

This course will provide 10YPP Consultantsconsultants with the skills to identify key elements of the 10YPP, identify and prioritise projects, write a scope of works that meets Ministry requirements, accurately complete the new 10YPP template, interpret and analyse data and facilitate a discussion with the board of trustees about the 10YPP and innovative learning environment concepts. It will also give 10YPP Consultantsconsultants an understanding of how to work in partnership with the Ministry and the school in developing their 10YPP.

In order to get the most out of the course, it is expected that 10YPP Consultantsconsultants will have already completed the WebFM condition assessment tool training.

There is no charge for this course.

To book onto these courses, please email  eis.training@education.govt.nz

Project Managers engaged to deliverCompleting the 5YA and/or school property projects must complete10YPP template is the School Property Procurement Framework module. The School Property Procurement Frameworklast step in the 10YPP process. A short online module has been developed to Provide Project Managers with an introduction toas a refresher for 10YPP Consultants who have attended the principles that to be appliedMinistry's condition assessment and 10YPP training. The module is about how to complete the rules, process10YPP template. It covers the requirements for completing each section and templatesprovides information about how to be used when conducting school property related procurements. The module also includes a test with 15 multi-choice questionsaccess quick tips and Project Managers are requiredhelpful information to achieve a minimum 80% (12/15) pass.help you to navigate and complete the template.

To complete this module, please follow these steps:

1. Login to the Training Services websiteTraining Services website .
2. Select 'Browse Training' (left hand side menu) – 'Self Paced Modules'– 'School'10 Year Property Procurement Framework'Planning (10YPP)'– 'Begin Module'Module'.

Regional sector forums

We hold regional property sector forums twice a year in each of our 4 property regions. These forums provide an opportunity for sector representatives and the Ministry to exchange information so that everyone is better informed at both a national and local level.

Sector groups mainly comprise of representatives from the NZ School Trustees Association, NZ Post Primary Teachers Association, NZ Educational Institute, Te Runanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, NZ School Executive Officers' Association, Association of Proprietors of Integrated Schools and various principals' associations.

Download a key summary sheet from our last sector forums: Key summary sheet – June 2016 .

For further information, please contact the property team at your  local Ministry Office .

Consultants briefings

We hold regional consultant briefings at regular intervals during the year. These briefings are aimed at project managers who undertake school property planning and building projects and need to be kept updated on Ministry policy.

For further information, please contact the property team at your local Ministry Office .

Calendar of key Ministry dates to December 2016

Click on each item to bring up additional details. As new events are added or changes made, these will be mentioned in the Bulletin.

View the key dates calendar here or to import events into your own calendar view the download instructions for Outlook, Google Calendar etc.

Note: New events or changes we make won’t automatically update in your calendar. You will need to either download the full calendar again or add the new event separately.

Colour key: purple - key dates | light blue - public holidays | dark blue - education conferences and events

If you wish to contact the bulletin team email  bulletin@education.govt.nz and they will be happy to help you.

Current Ministry Bulletin for School Leaders

• Issue No 57 2016 September 12Issue No 56 2016 August 29

Key dates calendar

• 2016 calendar (last updated 27 July) 

• Issue No 56 2016 August 29
• Issue No 55 2016 August 15
• Issue No 54 2016 August 1
• Issue No 53 2016 July 4
• Issue No 52 2016 June 20
• Issue No 51 2016 June 7
• Issue No 50 2016 May 23
• Issue No 49 2016 May 9
• Issue No 48 2016 April 15
• Issue No 47 2016 April 4
• Issue No 46 2016 March 21
• Issue No 45 2016 March 7
• Issue No 44 2016 February 22
• Issue No 43 2016 February 9

• ESOL News Update September 2016
• ESOL News Update July 2016
• ESOL News Update May 2016
• ESOL News Update February 2016
• ESOL News Update November 2015
• ESOL News Update September 2015
• ESOL News Update July 2015
• ESOL News Update May 2015
• ESOL News Update February 2015
• ESOL News Update November 2014
• ESOL News Update September 2014
• ESOL News Update July 2014
• ESOL News Update May 2014
• ESOL News Update February 2014
• ESOL News Update November 2013
• ESOL News Update September 2013
• ESOL News Update July 2013

Kids have a wealth of outdoor learning facilities at spacious Rāwhiti School in Christchurch.

As well as new playgrounds and shade sails, there is an artificial playing turf, a sandpit, an amphitheatre and a scooter track.

Around $13.6m has been invested in quality facilities for the new school, which was formed from the merger of Central New Brighton School, North New Brighton School and Freeville School.

Rāwhiti School has been built on the former North New Brighton School site, and the pool has been retained and renovated for continued use. Construction began in February 2015 and was completed by the end of that year.

Check out bell time at the school.

Inside, the school has flexible learning spaces, comprehensive ICT infrastructure, and capacity for up to 600 students.

Facts and figures

It was originally known as Waikuku School, but after the earthquakes, the school was rebuilt in the rapidly growing Pegasus township nearby.nearby. 

 

The new school has flexible learning spaces throughout, and generates its own power through solar panels.

The school has 19 learning spaces, and can accommodate up to 420 students. 

"What I really enjoy about the modern learning environment is the collaborative nature of the teaching. It's really great for the kids to see teachers working together, because that's what we're hoping they'll learn, too". - Jared, teacher

It also has a library, a hall, and an administration building (office, staffroom, kitchen, staff work room and meeting rooms).

[Rachel Currie suggests we add a photo of the staff areas in here in the final]

We are now building two more buildings which will provide room for 180 more students, taking the total capacity to 600 students.

These are on track to be completed by the beginning of next year.  

  Caption "I really like my new classroom because it has lots of cool furniture and I enjoy working with my friends." - Jade, student  

Facts and figures

Cost	$14.5 million
Current roll	333 students (as at 1/7/2015)
Current roll capacity	420 students
Construction began	March 2013
Construction complete	April 2014
Opened	May 2014

 

Further information

Pegasus Bay School - visit their website to take a virtual tour, find out more about the school, the build process, or arrange a physical tour of the school

Uview - see more photos of Pegasus Bay School

Education Counts - get information and statistics about Pegasus Bay School

Education Review Office - read Pegasus Bay School's latest ERO school report

 

Pegasus Bay School

5 Solander Road

Pegasus

Christchurch 7612 

We are building or redeveloping  115 schools in greater Christchurch, 23 of which will be brand new schools.

New and rebuilt schools completed

To July 2016

Pegasus Bay SchoolPegasus Bay School
Halswell School
Marshland School
Rawhiti School
Waitākiri Primary School
West Rolleston Primary School
Lyttelton Primary School

Schools under construction

• Avonhead School
• Cashmere Primary School
• Haeata (Aranui Community Campus)
• Halswell Residential College
• Linwood North School
• Papanui Primary School
• Rolleston College
• Shirley Primary School
• St Albans School
• Te Waka Unua School
• Waltham School
• Wharenui School

Schools underway or waiting to join the programme

54 schools are in the pre-design, design or planning part of the programme.

This means that minor preparatory works may take place, such as demolition of surplus buildings or bringing in temporary learning spaces.

42 schools are waiting to join the programme.

We are carrying out minor works at those schools where they are needed to ensure learning environments remain healthy and safe in the meantime.

Updates on progress on Christchurch schools

• Property Update - Christchurch Schools Rebuild Programme Issue 8 [PDF, 295 KB] - Four more schools open as the Christchurch Schools Rebuild programme progresses.
• Property Update - Christchurch Schools Rebuild Programme Issue 7 [PDF, 810 KB] - the focus of the programme is gradually shifting towards design and construction
• Property Update - Christchurch Schools Rebuild Programme Issue 6 [PDF, 1.3 MB] - the programme is now fully underway with 2 schools complete, 5 new schools entering construction, 10 schools in the design stage, and 10 schools commencing master planning
• Property Update – Christchurch Schools Rebuild Programme Issue 5 [PDF, 210 KB] – the school engagement process, budgets, building guide, DEEs and major projects underway
• Property Update – Christchurch Schools Rebuild Programme Issue 4 [PDF, 168 KB] – minor works to keep schools operational, safe and secure before entering the programme
• Property Update – Christchurch Schools Rebuild Programme Issue 3 [PDF, 191 KB] – information about the master planning process and an update on key projects underway
• Property Update – Greater Christchurch Education Renewal Programme Issue 2 [PDF, 274 KB] – capital investment programme and key school property developments underway
• Property Update – Greater Education Renewal Programme Issue 1 [PDF, 455 KB] – school property programme for capital investment and what has been achieved to date.

Waitākiri School has an amazing culture, combining the best of its past and present and looking to the future.

The $14.7m school was formed in 2013 from the merger of 141 year old Burwood School and 43 year old Windsor School, which were both hit hard by the Canterbury earthquakes.

Six learning studios have been arranged around a central courtyard, creating a cosy, collaborative environment.

Construction began in January 2015 and was completed in December 2015. It currently has room for up to 650 students.

Although the site is compact, room has been made for a scooter track and a playground relocated from the Burwood site, while landscaping makes the outdoors a comfortable place to learn.

Facts and figures

High windows streaming natural light, and deep low windows for curling up with a book.

These are just two of the things you’ll notice about the new Marshland School in northeastern Christchurch.

 The $10m school was relocated a kilometre along the road as its previous site was too unstable to build on after the Canterbury earthquakes.

It has been built in a single long block, with four learning studios, a multipurpose hall, library and community space.

The learning spaces are positioned north and south of the administration in pairs separated by multipurpose technology areas each with its own mezzanine level. These provide bird’s eye views over the learning spaces, and invite quiet independent learning.

Earthworks have provided an amphitheatre for outdoor learning and seating for sports days. There are also three new playgrounds, a sandpit and shade sails.

Construction began in February 2015 and was completed in December 2015. It currently has room for up to 400 students, but building is under way to expand the school to meet the growing roll.

The second stage of construction will be completed by the beginning of 2017, and will accommodate up to 516 students, including 16 students in the inclusive education unit.

Facts and figures

During the policy development phase, the Ministry of Education prepared advice for Ministers and Cabinet about how a New Zealand model of charter schools – now known as Partnership Schools | Kura Hourua – could be implemented.

The Confidence and Supply Agreement signed by the National and ACT Parties in September 2014 agreed to further develop the model and expand the trial of Partnership Schools, for the purpose of improving educational outcomes for priority students. This includes maintaining the momentum and continuity of the initiative by strengthening and enhancing the application and governance processes in order to foster high quality applications and high-performing schools.

Documents are available in PDF format only. If you have any issues accessing the documents please email info@education.govt.nz .

Ongoing policy development

Policy development has continued since the original implementation of the Partnership School model. 

• Briefing for meeting on Partnership Schools on 16 February 2015
• Education Report -  Extending Eligibility for Gateway Funding to PSKH
• Ed Report Further Advice on Tertiary Education Institutions as Sponsors of PSKH
• Cabinet Paper - Further application rounds for partnership schools

Establishment of a Support Entity for Partnership Schools

• Education Report - PartnershipPartenrship Schools | Kura Hourua Sponsor Support
• Education Report - Advice on establishing a Support Entity for Partnership Schools
• Briefing - Options and process for identifying a suitable Support Entity
• Education Report - Proposal from E Tipu E Rea
• Funding agreement with E Tipu E Rea

Martin Jenkins Evaluation 2014 - 2017

Phase 1 report is on the Education Counts website .

• Education Report – Release of the Martin Jenkins Innovation Evaluation Report on Partnership Schools
• Follow-up on the Authorisation Board’s concerns re PSKH Evaluation
• Authorisation Board correspondence about the evaluation
• Evaluation plan: Partnership School | Kura Hourua policy

Funding model and contract review 2015

• Cabinet Minute - Partnership Schools | Kura Hourua – monitoring and evaluation, proposed new funding model, operational review, and further application round
• Cabinet Paper - Partnership Schools | Kura Hourua – monitoring and evaluation, proposed new funding model, operational review, and further application round
• Education Report - Proposed Changes to Partnership Schools Funding Model
• Education Report: Partnership Schools Draft Agreement
• Briefing: Summary of advice on changes to the PSKH funding model, application process, and timeline
• Briefing: PSKH Contract Review – Options for known issues
• Briefing: PSKH funding model review: further advice on the teaching and operating rate
• Briefing: PSKH -  Cash for Buildings and Lease Cost Sensitivity
• Briefing: Further advice on Partnership schools property funding
• Education report: PSKH Work programme update – funding model, contract review and round three applications
• Working paper: Scope of PSKH funding model review
• Briefing: Process and timeline for immediate Partnership Schools work programme
• Current PSKH resourcing model

On 14 August 2015 the Ministry of Education released the Request for Applications for potential sponsors of Partnership Schools opening in 2017. The application period closed on 30 October 2015. Twenty-six compliant applications were received.

Successful applications were able to demonstrate commitment, experience and expertise in raising the educational aspirations and results of Māori and Pasifika students, students from low socio-economic backgrounds, and students with special education needs.

While all high quality proposals were considered, priority was to be given to new Partnership Schools with provision aligning to the following seven preference factors:

1. Make effective use of the flexibilities offered by the model
2. Offer effective, innovative options for 0-8 year olds
3. Are large enough to be comfortably (economically) viable
4. Are located in an area or areas where there are students who are not being well served by the education system
5. Bring together education, business and/or community sector partnership(s)
6. Have a focus on science, technology, engineering and mathematics
7. Are not from existing private schools seeking to convert to a Partnership School.

Funding for the third round of Partnership Schools | Kura Hourua was considered as part of Budget 2015.

The Partnerships Schools approved from the third round of applications open in the beginning of 2017.

Information Withheld

Information has been withheld from these documents to protect personal privacy, and where its release would unreasonably prejudice a person’s or an organisations commercial position. Some applications also contain page numbering breaks as withheld Curriculum Vitae and financial documents have been removed to reduce file size.

In this section

Application documents: Key documents relating to the application process.

• Application Guidelines
• Application Form
• Financial Application Form
• Draft Agreement

Two Sponsors have been selected to open Partnership Schools in 2017, following the third round of applications. They are:

• Kia Ata Mai Educational Trust (Hamilton)
• Te Aratika Trust (Hawke’s Bay)

The following organisations applied through this round:

Shortlisted

• Alliance Health Plus
• Central Pacific Collective and Te Runanga o Toa Rangatira
• Kia Ata Mai Educational Trust
• Te Aratika Trust
• Te Whanau o Waipareira

Here you can find the shortlisted applications

Not shortlisted

• Bay of Plenty Children's Education Charitable Trust
• Davidic Centre
• First Community Trust
• Nga Tamariki Puawai Charter Schools Limited
• Out and About Life Education Trust (Manurewa)
• Out and About Life Education Trust (North Shore)
• Pacific Innovations NZ Trust
• Pacific Peoples Advancement Trust
• Paradigm Shift Rangatahi Limited
• Port Nicholson Settlement Trust
• Te Kohao Health
• Te Runanga o Turanganui a kiwa
• Te Runanga o Whaingaroa
• Te Taiea Trust
• Te Waii Uu Whanau Trust
• The Summit Academy Limited
• Train the Brain
• Waipiro Bay Whanau Charitable Trust
• West Fono Health Trust
• Whakaoho Te Hinengaro Charitable Trust
• Whakawatea Kaporeihana.

Halswell School was badly damaged by the first major earthquake in Canterbury, in September 2010 quake.

The Ministry of Education started building the new school in July 2013. It was completed in April 2015.

It had to be built in stages around the existing school, as it was a complete rebuild on the same site.

The challenge was to keep the school operating smoothly, while around them the site was constantly changing – moving fences, moving relocatable classrooms, and gradual removal of the old buildings.

The school leadership embraced an approach of providing innovative learning environment for their students, and this has proved an immensely popular way for kids to learn.

 The Christchurch City Council also contributed $200,000 so the school could have a bigger multipurpose space which could be used by the local community as a hall or gymnasium.

As 2015 marked 175 years since the Treaty of Waitangi was signed, the Ministry offered all new schools and schools completing major redevelopments that year a special commemorative plaque. Halswell School was one of the schools who received one, which is now on display in their front garden.

Facts and figures

Application phase documents

• Kia Ata Mai Educational Trust application

Contract documents

• Kia Ata Mai Educational Trust contract

From the top floor with its stunning view across Lyttelton Harbour, down to its outstanding theatre space, Lyttelton Primary School is an extraordinary place to learn.

The $14.9m school was formed when Lyttelton West and Lyttelton Main schools merged following the Canterbury earthquakes. For two years, they operated from two sites, until the school opened earlier this year.

Lyttelton Primary School has room for up to 300 students in its four learning studios, which are arranged in a two-storey building to make the most of the compact site. It has flexible learning spaces, which supports a variety of ways of teaching and learning.

 There is also a high quality performance facility which was built alongside the main building. 

The school has a unique arrangement with The Loons Theatre Trust, which was forced to vacate its premises in Lyttelton after the earthquakes.

The Trust contributed additional funds to the school’s planned performance space to bring it up to the level of a professional theatre, and outside school hours, it is now LAF – the Lyttelton Arts Factory.

Facts and figures

• Providing opportunities for students to learn aquatic skills
• Keeping people safe around your pool
• Managing your pool’s water quality
• Paying for the costs of running your pool
• Paying for the costs of maintaining your pool
• Building, renovating and replacing a pool and facilities
• Paying to remove a swimming pool

Providing opportunities for students to learn aquatic skills

The Health and Physical Education Curriculum expects that all students will have had opportunities to learn basic aquatic skills by the end of year 6.

One way to provide these opportunities is by having a school pool. If your school does not have a pool, you can use a community pool or share the use and costs of a pool with another nearby school.

All schools receive the same amount of operational funding whether they have a pool or not. This is because schools that have pools must pay to keep their pool operational, and schools that do not have pools will have transport and/or other costs to use a shared-use pool.

Keeping people safe around your pool

If you have your own school pool, you must make sure everyone who is using it with your permission remains healthy and safe. This includes school community members who use the pool after school and in the holidays with your permission.

Water Safety New Zealand has lots of useful resources.

As part of managing your pool safely we recommend you review your school’s health and safety systems against the  11 key components of an effective health and safety system . This will help you meet the requirements of the  Health and Safety at Work Act 2015 .

Establish procedures for day-to-day pool management and rules for pool users

You must have procedures in place for managing your pool day to day. Make sure that the people involved in managing the pool understand their role. The following are some examples of procedures to include.

• Regularly check the operation and effectiveness of the pool gates and locks. Replace any locks that stick or don’t close properly.
• Ensure the first aid kit is accessible to pool users and regularly checked.
• Lock pool chemicals away from the swimming pool and changing rooms. Store and dispose of them according to the manufacturer’s instructions.
• Put away pool equipment when not in use as it can be a potential hazard if left lying around. Do not store pool equipment in the same area as the pool chemicals, as this may mean students can access hazardous chemicals.
• Do not allow aquatics toys that are not designed for pool use, such as boogie boards, to be used in the pool.
• Manage water quality in compliance with current standards.

In addition, develop rules for the safe use of your pool. Display the rules where they can be read by all pool users, such as on a sign beside the gate. Some sample rules are:

1. Nobody is to swim alone. There must always be at least one pool supervisor present when the pool is in use. Additional supervisors are required as the number of people swimming increases.
2. Children under 8 must be actively supervised by someone who is at least 16, who can give immediate help.
3. The pool supervisor must make sure the gate is always securely closed.
4. Nobody is to swim while under the influence of alcohol or drugs.
5. Check the depth of water before entering the pool.
6. Check for hazards, such as steep slopes into deeper water.
7. No running, jumping, or diving into the pool.
8. Return pool equipment to the storeroom after use.
9. Boogie boards, surf boards and kayaks are not to be used in the pool.
10. The first aid kit is stored in the ...
11. The closest telephone for emergencies is located at ...

Pool fencing and signage

Make sure people can’t access the pool when:

• there is no one to supervise, or
• they are uninvited, such as trespassers entering the pool outside school hours.

You must have fences and signage that meet the legal requirements and design standards set out in the:

• NZS 8500:2006 ‘Safety barriers and fences around swimming pools, spas and hot tubs’ (Standards New Zealand website)
• Fencing of Swimming Pools Act 1987 (New Zealand Legislation website)
• Building Code (Ministry of Business, Innovation and Employment website) .

To minimise unauthorised use, consider having a good security system in place.

Fences around school swimming pools must not have:

• barbed wire or razor wire
• spikes or arrow tips capable of causing serious injury
• broken glass set into mortar
• other accessories capable of causing serious injury to people.

Read more about fencing at schools

Managing your pool’s water quality

The New Zealand Standard NZS 5826:2010 ‘Pool water quality’ (Standards New Zealand website) classifies school pools as public pools.

The Standard aims to maintain safe levels of chemicals and microbiological substances in pool water. Having safe levels:

• protects pool users from unsafe bacteria
• safeguards pool users against chemical burns
• minimises the damage to the pool and associated equipment.

Therefore, you have to meet all the following requirements of the Standard.

1. Avoid overuse of the pool, which degrades water quality. Water quality also degrades when chlorine is lost through high ultraviolet levels on a hot day. The Standard sets out the required levels of pool chemicals.
2. Act quickly if faeces get into the pool or someone with diarrhoea uses it. Either event can introduce infectious bacteria such as giardia or cryptosporidium into pool water.
3. Test the water regularly. This includes daily testing 3 times a day and monthly specialist microbiological monitoring .
4. A suitably qualified person must do the water treatment. This person must have New Zealand Qualifications Authority (NZQA) unit standards in swimming pool water quality.
5. The qualified person must have the management of the pool’s water quality under their continuous technical supervision. This person must be readily available when the pool is operating. This doesn’t mean the qualified person must be at the pool at all times – just available if needed. If they are not available, the pool cannot be used.
6. The filtration system must be able to cope with the treatment regime in the Standard
7. You must have systems in place for safely handling and storing potentially unstable and explosive pool chemicals. Go to hazardous substances for more information about managing dangerous substances.

You will be monitored to check that you are complying with the Standard. Agencies like the Ministry of Health and Worksafe NZ may test the swimming pool water quality on occasion to confirm that you are fulfillingStandard. An environmental health officer from your obligations.local council will probably do this monitoring.

Daily testing

A suitably qualified person must test your pool water 3 times a day: usually before school, at lunchtime and after school. This testing is to check the pool maintains the correct:

• pH
• alkalinity
• calcium hardness
• chlorine level
• features that make up the pool chemistry.

The person doing this testing:

• is usually someone at the school, such as the caretaker – they need to hold an appropriate unit standard from NZQA
• may be someone from your local council, if you arrange for the council to provide testing services.

Becoming qualified to do daily pool water testing

Unit Standard 20046 (NZQA website) is the recommended minimum training to meet NZS 5826:2010. It has been designed for school caretakers.

A number of training providers offer training in the appropriate unit standards. Search the internet for providers or go to the NZQA list of education organisations (NZQA website) .

Most courses are one or 2 days. We suggest that you cluster with other schools to arrange training.

Monthly microbiological monitoring of pool water

You must arrange for monthly microbiological monitoring of the pool water. For this testing, pool water samples are sent to laboratories that specialise in water treatment.

Contact your local council to:

• find out about environmental health testing services
• ask where the nearest testing laboratory is.

Filtering your pool

The standard recommends a 2-hour water turnover rate. If your current filtration system cannot do this, you need to upgrade your filtration system. To find out about:

• standards for operating swimming pool mechanical plant, go to NZS 4441:2008 ‘Swimming pool design’ (Standards New Zealand website)
• the best method of cleaning your filtration system, check with the manufacturer.

Paying for the costs of running your pool

Use operational funding to pay for the costs of:

• pool chemicals
• water charges
• heating charges
• water testing charges
• the salary and training of the person responsible for maintaining pool hygiene and maintenance, such as the caretaker.

Paying for the costs of maintaining your pool

Which funding you use to maintain your school pool depends on whether it involves capital or operational work.

For more information about the difference between capital and maintenance costs, go to the 10 Year Property Plan (10YPP) page.

Operational maintenance work

Operational maintenance work may include:

• painting the pool and surrounds
• fence repairs
• repairing and servicing the filtration plant
• caring for ancillary buildings like changing rooms, storage sheds and roofing structures
• repairing pool covers.

Pay for such work out of your Property Maintenance Grant (PMG) funding. This funding is calculated on the actual square metres of the pool.

Capital maintenance work

Capital work will improve the value of an asset. For example, it may involve:

• resurfacing the pool
• major upgrading of fences and ancillary buildings
• building new plant and facilities.

Pay for the capital maintenance work using either:

• board funding , or
• 5 Year Agreement (5YA) funding . 

A swimming pool maintenance upgrade is generally a priority 4 project. For more information about funding priorities, go to the 10 Year Property Plan (10YPP) page. You must include any capital work planned for your pool in your 10YPP. 

We will not usually agree to a 10YPP that includes capital work to upgrade a pool that has come to the end of its economic life. We might make an exception based on your individual circumstances such as:

• extreme geographical remoteness
• how close you are to other school pools or local authority pools.

Contact your local Ministry office for more information about applying for a exemption to upgrade an older pool.

Paying to repair damage to your pool

Swimming pools are not an entitlement under the School Property Guide (SPG). For this reason, the Ministry’s School Building Insurance Funding Programme does not cover damage to swimming pools, their surrounds or associated facilities.

If your swimming pool is damaged, you must pay for repairs using board funding, PMG or 5YA, depending on the type and extent of the damage. If you do not have enough funding for this, other Ministry funds may be available. Talk to your local Ministry office .

Building, renovating and replacing a pool and facilities

New Zealand Standard requirements

When building or upgrading a school pool, you must meet the requirements of NZS 4441:2008 ‘Swimming Pool Design’ Standard . This Standard covers:

• the design and construction of swimming pools
• water treatment facilities
• contracting requirements for designing and constructing swimming pools
• requirements for safety and good operational management.

Recommended pool sizes

The Ministry’s recommended school pool sizes are:

• for primary/composite schools, 25 by 6 metres
• for intermediate/secondary schools, 33.3 by 12 metres.

Changing rooms, toilets and showers

You must provide changing rooms for pool users. These must provide:

• adequate privacy for pool users to change, giving regard to the gender, cultural or religious requirements of the school community
• adequate lighting, ventilation and drainage
• dry places to store belongings.

When upgrading your facilities, you must also ensure there are toilets within the pool enclosure.

Showers, preferably warm, are recommended but are not mandatory.

Paying for a new or replacement swimming pool

There is no Ministry funding for building or replacing a school pool. A pool is not a School Property Guide (SPG) entitlement .

However, you can use board funding such as grants and fundraising for this purpose. This funding will need to cover all associated facilities.

Find out more about using board-raised funding for property projects .

Paying to remove a swimming pool

Capital expenses of removing a school pool are likely to include:

• demolishing the pool
• re-filling the hole
• landscaping the area.

You can pay for these costs using either:

• 5YA funding, or
• board funding.

You must include the project in your school’s 10YPP and balance it against the other priorities of your school.

We sometimes have a rationalisation funding programme to pay for removal and demolition of school buildings and facilities. Talk to your property advisor to find out if this is an option.

Here are the operational funding rates.

• Operational Grant rates 2016 and 2017Operational Grant rates 2015 and 2016
• Operational Grant rates 2016 and 2017Operational Grant rates 2015 and 2016

All rates are GST inclusive unless otherwise stated.

If you have any questions around the operational funding rates, please email resourcing@education.govt.nz .

Contact the IT helpdesk

0800 CALLICT (0800 225 542) or 09 356 3167

callict@tki.org.nz

7am to 7pm weekdays, except public holidays.

The cost for Helpdesk services

Phone and email support are free.

What we’ll ask you for when you call

• School ID number and name
• Your name and email address
• A phone number
• The product you need help with
• The serial numbers of any relevant hardware, if possible.

What we cover

General troubleshooting

We will troubleshoot and try to resolve suspected faults. If the product isn’t mainstream we may need to investigate further. We may refer you to self-help like online help files or websites.

Installation

We will help you install products, as long as you are following the suppliers' guidelines, and you have in the past.

User guidance

We can guide you on using installed products. We may refer you to resources like websites, training material and manuals.

Warranty claims and hardware faults

We will troubleshoot any suspected warranty claims in line with the manufacturer's guidelines.

The Ministry’s ICT policies

We can provide Ministry policies on:

• the use of ICT in schools
• school administration
• ICT policy
• advice on the use of ICT products.

Support for user of Managed Learning Environments -  SMS, LMS, and SRT

Help covers:

• SMS - Student Management System
• LMS - Learning Management System
• SRT - Student Transfer System

and all software and hardware that the MinistryMinsitry provides to schools.

When ending employment, the employer and employee must comply with the provisions of the employment agreement and the Employment Relations Act 2000 .

• Voluntary resignation – teachers and principals
• Voluntary resignation – other staff
• Forced resignation
• Dismissal – teachers and principals
• Dismissal – other staff
• Retirement
• Redundancy

Voluntary resignation – teachers and principals

Employees may resign at any time, provided they give the required notice. For all teachers and principals, this is 2 months . The employment relationship continues until that date.

If an employee provides 2 months’ notice, you must pay the employee to the end of that notice period, unless the employee is justifiably dismissed during the notice period.

Resignation is covered in these clauses of the collective agreements:

• primary teachers – clause 2.9
• primary principals – clause 10.2
• secondary teachers – clause 3.11.1
• secondary principals – clause 9.1
• area school teachers – clause 2.8
• area school principals – clause 9.1

Voluntary resignation – other staff

Employees covered by either of the following 2 collective agreements are required to give one month’s notice when they resign:

• Support Staff in Schools’ Collective Agreement – clause 9.1
• Kaiarahi i te Reo, Therapists’, ATSSD and Special Education Assistants’ Collective Agreement – clause 7.10

Employees covered by either of the following 2 collective agreements are required to give 2 weeks’ notice when they resign:

• Secondary and Area School Groundstaff Collective Agreement – clause 4.7
• School Caretakers’ and Cleaners’ (incl Canteen Workers) Collective Agreement – clause 6.11

Forced resignation

If an employee feels pressured to resign or feels that their work situation is intolerable and feels forced to resign, this may be called a ‘forced resignation’ or ‘constructive dismissal’. The normal notice period applies. However, it may also lead to a personal grievance or other employment dispute that requires mediation. This is covered in the collective agreements:

• primary teachers – clause 10.8 and part 11
• primary principals – clauses 8.8 and clause 10.1 , and appendix 3
• secondary teachers – part 9
• secondary principals – clause 11.1
• area school teachers – part 8
• area school principals – part 10
• Support Staff in Schools’ Collective Agreement – part 9
• Kaiarahi i te Reo, Therapists’, ATSSD and Special Education Assistants’ Collective Agreement – part 8
• Secondary and Area School Groundstaff Collective Agreement – part 7
• School Caretakers’ and Cleaners’ (incl Canteen Workers) Collective Agreement – part 7

Dismissal – teachers and principals

There must be a good reason for a dismissal and the dismissal must be carried out fairly. If this does not happen, the employee may have grounds for a personal grievance claim.

What is fair depends on the circumstances. You must follow the dismissal provisions in the employment agreement. For all teachers and principals, you must give at least 2 months’ notice of dismissal.

The collective agreements set out the notice periods and other aspects of the dismissal process: 

• primary teachers – clause 2.9.2 and part 10
• primary principals – clause 10.2 and part 8
• secondary teachers – clause 3.11 and clause 3.4
• secondary principals – clause 6.5 and part 6
• area school teachers – clause 2.8 and clause 2.4
• area school principals – clause 6.2(e) and part 6 

Dismissal – other staff

There must be a good reason for a dismissal and the dismissal must be carried out fairly. If this does not happen, the employee may have grounds for a personal grievance claim.

What is fair depends on the circumstances. You must follow the dismissal provisions in the employment agreement.

For employees covered by either of the following 2 collective agreements, you must give one month’s notice of dismissal. These clauses set out the notice periods and other aspects of the dismissals process:

• Support Staff in Schools’ Collective Agreement – part 9 and part 8
• Kaiarahi i te Reo, Therapists’, ATSSD and Special Education Assistants’ Collective Agreement – clauses 7.10 and clause 7.11

For employees covered by either of the following 2 collective agreements, you must give 2 weeks’ notice of dismissal. These clauses set out the notice periods and other aspects of the dismissal process:

• Secondary and Area School Groundstaff Collective Agreement – clauses 4.7 and clause 4.6
• School Caretakers’ and Cleaners’ (incl Canteen Workers) Collective Agreement – clauses 6.11 and clause 6.8

Retirement

There is no set age that an employee must retire from work. You cannot require any employees to retire because of their age.

The notice period for intending retirement is the same as for resignation .

A principal’s position can be disestablished when a school closes or merges with another school.

Other staff positions may reduce because of a review or reorganisation at the school.

It’s really important that school boards manage surplus staffing situations carefully and considerately. You must meet all the legal requirements, which are quite complex, so we suggest you seek advice from NZSTA (New Zealand School Trustees Association) to make sure you meet all your obligations.

If you have a surplus staffing situation at your school, you must consult with all staff who may be affected. This includes:

• telling them that there is a surplus staffing process underway
• keeping them up to date as the process progresses
• working closely with staff whose roles may be altered or disestablished.

Read about surplus staffing for:

• teachers
• principals
• other staff .

Teachers

Your first step is to try to reduce staff numbers without disestablishing a permanent position. For instance, you can decide not to replace staff who resign or retire, and/or not renew fixed-term agreements. This is called attrition.

If you still need to disestablish a permanent teaching position, you must work with each affected teacher to explore redeployment or retraining. The board will need to pay the reasonable costs of teachers attending relevant interviews.

These requirements are set out in the collective agreements.

• primary teachers -(clause 9.2 andclause 9A)
• area school teachers -(clause 2.13)
• secondary teachers -(clause 3.9)

Primary teachers

If you need to disestablish a primary teacher’s position, you can redeploy them in your school or another school (with that board’s agreement) for 30 school weeks (40 in some cases). You can also pay them for up to 30 weeks while they retrain to upgrade their skills.

If you and the teacher decide that these options are not suitable, you can offer them a severance payment or, if they have more than 25 years’ service, a long service payment.

Area school and secondary teachers

If you need to disestablish an area school or secondary teacher’s position, you can redeploy them in your school or another school (with that board’s agreement) for 30 school weeks, or 40 weeks in a school merger or closure. You can also pay them for up to 40 weeks while they retrain to upgrade their skills.

If you and the teacher decide that these options are not suitable, you can offer them a severance payment or, if they have more than 25 years’ service, a long service payment.

Principals

If your principal’s position is disestablished through merger or closure, you need to make sure you meet the provisions in the collective agreement.

• primary principals -(part 9)
• area school principals -(part 8)
• secondary principals -(part 8)

Primary principals

You can redeploy a primary principal as a teacher on their principal’s salary for 30 weeks in your school or another school (with that board’s agreement). You can also pay them for up to 30 weeks while they retrain on a course approved by the Ministry.

If you and the principal decide that these options are not suitable, you can offer them a severance payment of:

• 3 months’ base salary for up to 3 years’ service
• 4 months’ base salary for 3 to 5 years’ service
• 6 months’ base salary for service of 5 years or more.

The principal must give you 3 months’ notice if they wish to receive the severance payment.

Area school and secondary principals

If an area school or secondary principal’s position is being disestablished, you must give them 3 months’ written notice. During this time, you must support them to find another position, including covering the costs of attending relevant interviews and helping with removal expenses.

If the principal turns down a suitable position, you have no further obligations.

If the principal doesn’t find a suitable position in the 3 months, they can choose:

• redeployment as a teacher on their principal’s salary for 40 weeks in your school or another school (with that board’s agreement)
• retraining on a course approved by the Ministry for 40 school weeks at their principal’s salary
• a lump sum severance payment.

The severance payment is calculated as:

• 3 months’ base salary for up to 3 years’ service
• 4 months’ base salary for 3 to 5 years’ service
• 6 months’ base salary for service of 5 years or more.

If the principal has more than 25 years’ service, they can get a long service payment of 6 months’ base salary plus one week’s base salary for each complete year of service, up to a maximum of one year’s base salary.

If the principal gets a long service payment and takes up work in the education sector during the period that the payment covers, they will have to refund some of the payment.

Other staff

Other staff in schools are covered by various employment agreements.

Each employment agreement sets out what you need to do for those employees in a surplus staffing situation. You need to make sure you check the agreement and seek advice.

There are specific surplus staffing requirements for:

• special residential school non-teaching staff
• Te Aho o Te Kura Pounamu specialist and support staff .

Other school staff have more similar provisions and these are set out in their collective agreements.

• support staff -(clause 10.2)
• caretakers and cleaners -  (appendix B)
• secondary and area school groundstaff -(appendix C)
• Kaiarahi i te reo, therapists, ATSSD and special education assistants -(part 6.2)

This information explains what you need to do when surplus staffing results from a school reorganisation or review. The requirements for a school merger are set out in the Support Staff in Schools' Collective Agreement -Agreement,part 10.3 .

Giving notice

The table shows the minimum notice periods for telling affected staff about:

• a possible surplus staffing situation
• their position being disestablished.

Process

During the notice period, you will need to work with affected staff to explore solutions such as:

• attrition, which is the gradual and natural reduction of staff
• offering an alternative position in the school with terms and conditions that are no less favourable – this may involve retraining.

You should only consider disestablishing a position if the surplus can’t be absorbed by attrition and an alternative position isn’t available.

If there is only one position in the occupational category where there will be a disestablishment, you must give that staff member one month’s written notice of termination.

If there is more than one position in the area where there will be a disestablishment, you must internally advertise the remaining positions and give all affected staff the opportunity to apply.

For example, if a school has 2 permanent library assistant positions but needs to disestablish one, it must internally advertise the remaining position so both staff members have the opportunity to apply.

The appointment will be made on merit, and the unsuccessful applicant will get one month’s written notice of termination.

Alternative employment

Helping an affected staff member find alternative employment includes providing reasonable paid time to attend job interviews.

A reasonable offer of alternative employment will be for a position that is in the same location, or within reasonable commuting distance, has similar duties, and has terms and conditions that are no less favourable.

If the alternative employment has reduced hours, the staff member will be entitled to a partial redundancy payment.

The staff member is eligible for redundancy if you cannot offer suitable employment before the end of their notice period.

Redundancy

Staff covered by the Support Staff, Caretakers’ and Cleaners’, Secondary and Area Schools' Groundstaff, or the Kaiarahi i te Reo, Therapists', ATSSD and Special Education Assistants' collective agreements are entitled to a redundancy payment of 6 weeks’ pay for the first year of service, plus 2 weeks’ pay for every subsequent year or part year of service, up to a maximum of 30 weeks’ pay.

This is calculated on the higher of:

• gross weekly earnings at the last day of service
• average gross weekly earnings over the previous 12 months’ service.

For more information on redundancy clauses for the above support staff groups (including notice periods), please check the relevant collective agreement.

• support staff -(clause 10.2.12)
• caretakers and cleaners - (clause 6.9)
• secondary and area school ground staff -(clause 4.8)
• Kaiarahi i te reo, therapists, ATSSD and special education assistants -(clause 6.2.12)

Special residential school non-teaching staff

Surplus staffing provisions are in clause 7.4 of the Special Residential Schools' Collective Agreement.

Before starting any formal review that may affect non-teaching staff, the board of a special residential school must advise the Public Service Association (PSA) of the review and offer the PSA the opportunity to be involved. If the review results in a change or reduction in non-teaching staff positions, you must consult with the PSA and affected staff about reconfirmation or reassignment.

Reconfirmation means the staff member takes up a position at the school that:

• has the same or very nearly the same job description
• is at the same salary
• has terms and conditions that are no less favourable
• is in the same location or within reasonable commuting distance.

Reassignment means the staff member takes up a position similar to their previous position. If the new position has a lower salary, the staff member's salary can be preserved by paying a lump sum based on the loss of salary over the next two years.

Any affected staff who are not reconfirmed or reassigned are declared surplus. You must advise the PSA who the surplus staff are and when they will need to leave their employment.

The board, the PSA and the affected staff member will work together to explore options such as leave without pay, retraining or redeployment. If these are not suitable, the staff member is entitled to severance pay.

The severance pay calculation involves a number of factors, including when the staff member was appointed to the school (before or after 1 May 1996), and their length of service at the school. Please check clause 7.5 of the collective agreement.

Te Aho o Te Kura Pounamu support and specialist staff

Surplus staffing provisions are in clause 8.3 of the Te Aho o Te Kura Pounamu Sspecialist and Support Staff Collective Agreement.

When facing a surplus staffing situation, the board must first consult with the New Zealand Educational Institute (NZEI) about a suitable time frame for the surplus staffing process. You also need to work with affected staff to consider retraining or redeployment options.

An affected staff member can be redeployed to a suitable alternative position. A suitable alternative position is one that:

• requires duties that are reasonable for the staff member’s skills, abilities and employment history and may include on-the-job training
• has terms and conditions that are no less favourable
• is at the same location or in reasonable commuting distance
• doesn’t place an unreasonable imposition on the staff member’s personal circumstances.

If the alternative position has lower pay, you will need to negotiate a salary protection package with the staff member, for a period of up to 2 years.

You must give at least one month’s notice to a staff member who is to be redeployed. During the notice period, you must work with the staff member to help them find other employment. This includes allowing reasonable paid time to attend interviews.

The staff member will be made redundant if they cannot be redeployed.

You must give the staff member a minimum of one month’s written notice of the redundancy, or ensure the redundancy payment includes one month’s pay in lieu of notice.

Other components of the redundancy package depend on the length of continuous service and the staff member’s number of dependants, if any. Check clause 8.4 of the collective agreement for full details.

To get access for a District Health Board,to ENROL, fill in the DHB application form for ENROL access..

Send the completed form to the Training Services team at training.services@education.govt.nz .

The Training Services Team will contact you about being trained on the ENROL system. You must be trained before you can use ENROL. Training can be done online.