Kamo Intermediate School, which is in Whangarei, will get a new classroom block, made up of 4 flexible learning spaces.

The new learning spaces will accommodate the school’s steadily increasing roll.

In 2013 the school had a roll of 500 students and by March 2016 that had increased to 670. The extra classrooms will increase its capacity to 700 students.

Kamo Intermediate School board of trustees chairperson Don Robertson says the students were very excited to hear about the new rooms.

“The students had a lot of questions about technology and layout,” he says. “Staff will have input into the layout and usability of the new spaces.” 

“There is a definite buzz and sense of pride and achievement around the school at the moment.”

Don says the new, bright, open, and comfortable learning spaces will better suit the students and teachers.

During construction 4 modular classrooms will be placed on site to accommodate the growing roll.

The investment in Kamo Intermediate School is part of a $50 million investment to upgrade schools and add capacity in Northland, on top of the money normally provided to schools to maintain their property.

Work on Kamo Intermediate School’s new learning spaces is expected to be completed by June 2017.

The Bill is one aspect of the Minister of Education’s Education Work Programme.  The Bill was introduced on 22 August.  The Bill can be found here .

Background

In mid-2014 the Taskforce on Regulations Affecting School Performance (the Taskforce) reported to the Minister of Education. The Taskforce recommended change to create a greater focus on student outcomes in the Act, more explicit roles and objectives, and improved usability and clarity.

In late-2015 Cabinet approved public consultation on the Update. The Ministry received 1,854 submissions. In addition, hundreds of principals, members of boards of trustees, representatives of national organisations, students, parents, family and whānau members, and members of the public attended more than 120 meetings, workshops and presentations held throughout the country, where direct feedback was collected.

Throughout the wide range of views expressed, the common theme was the importance of education in providing better personal, economic and civic outcomes for our children and young people. A report on the feedback from consultation is available on the Ministry’s website here .

The Act is being updated to better support an evolving education system

The Act has been amended piecemeal over the past 27 years and needs to better fit a 21st century education system. It is timely to consider how a legislative framework can place learners at the centre of the education system, providing an enduring vision of success for all young New Zealanders, and certainty about what the education system is expected to achieve.

The Act needs to be updated to provide a more coherent framework that meets the needs of the early childhood and schooling environments now and into the future.

The current Act focuses on the administration of schooling. It is also focused on compliance and can get in the way of schools making the most of innovative ways to provide education. On administrative matters, it can create significant hurdles or provide no guidance at all.

The Update is consistent with the fundamental principles of self-management established by Tomorrow’s Schools, but the Act is being amended in a way that signals expectations of collaboration between providers for the benefit of children and young people.

Proposals included in the Bill

The following table outlines information on the proposals included in the Bill and provides links to further information on each.

This A3 provides an overview of the proposals .

Next steps

The Education and Science Committee has calledwill announce the timing and process for submissions onits consideration of the Bill. The closing date for submissions is Friday 11 November 2016. FurtherBill shortly. Further information can be found on the  Parliamentary websiteParliamentary website .

“The decision came after a court challenge by the union representing support staff, the NZEI. Employees will, of course, be paid in full exactly what they are entitled to, based on the actual time they have worked. The changes are solely to the way they are paid. Unfortunately this will mean that around 3,000 support staff will not receive any pay for a fortnight in February.  Their total pay for the year will be the same however.

“We have made every effort to resolve this issue with the NZEI. We would be happy to offer employees the chance to opt out of this change, but it would require union agreement.

“The gap in payments is the situation we were trying to avoid by structuring pay differently this year to plan around a quirk in the pay calendar. This year there are 27 fortnightly pay dates instead of 26, something that happens approximately every 11 years.

“Typically support staff don’t work the full year, and many choose to smooth out their income by having their pay annualised. That means their pay is stretched out over the whole year, including periods they’re not working.

“With 27 pay dates this year, we wanted to stretch out their pay over a longer period. Otherwise there would be one fortnight they went without.

“The NZEI challenged spreading the pay over 27 pays. We accept the finding of the Court that stretching pay over 27 dates instead of 26 was inconsistent with the collective agreement. The NZEI and Ministry agreed in Court that if 27 pays was wrong, then payments should have been spread over 26 pay periods, with no pay for the 27^th pay period.

“We are contacting principals this week and putting information on our website to let support staff know how they are affected by this. Changes to pay will take effect in the October 26 pay cycle for annualised support staff covered by the collective agreement.

“Another 2,700 support staff with annualised pay, who aren’t covered by the collective, will be offered the option of switching to having their pay over 26 pay dates if they wish,” says Mr Sheppard.

Impact on staff with annualised pay, who are on the collective agreement:

Pay for these staff will be adjusted as if it had been paid over 26 pay dates, instead of 27.

They will still receive the same amount of money by the end of the pay annualisation year.

• They will get paid at a slightly higher rate from 26 October for the rest of this year and up until January 17, 2017.
• However on the last pay date of the current year,  February 1, 2017, they won’t receive any pay.
• They will get some backpay on the pay day of October 26, 2016 (in some cases this payment may be paid on November 9 instead). That’s to top up earnings to what they would have received in the pay year to date had they  been paid at the 26 pay period rate. 

Impact on staff with annualised pay, who are on individual employment agreements:

These staff can choose whether they want to continue being paid as they are now, with no interruption to pay on February 1, or to switch to a 26 pay date payment cycle.

Examples of 26 and 27 pay dates

Amy earns $17.18 per hour, working 20 hours a week, for 40 weeks of the year*. This is what she would get under a 26 pay dates option, and a 27 pay dates option. 

*Plus annual leave and other holidays
** in some cases this may be paid on November 9 instead

Note: These numbers have been rounded. The first pay day of the next annualisation pay year is 15 February 2017,

• Employment Agreements
• Performance management and appraisal
• Your pay
• Career structure payments
• Allowances
• Leave
• Other benefits and entitlements
• Leaving your job
• Superannuation
• South Australia and New Zealand Principal Exchange: 2016 school year
• Learn more

Employment agreements

Primary principals in state and state-integrated schools and kura are covered by:

• the Primary Principals’ Collective Agreement (PPCA), or
• an individual employment agreement, with similar terms and conditions as the PPCA.

You are covered by the PPCA if your work is covered by this agreement and you’re a member of the primary principals’ union, the New Zealand Educational Institute Te Riu Roa (NZEI).

You need to sign an individual employment agreement if your work is covered by the PPCA but you are not a member of the NZEI. The Ministry of Education develops and approves the individual employment agreement. The terms and conditions of your work are similar to the collective agreement.

• Primary Principals' Collective Agreement 2016–2018 – terms and conditions of employment for principals in state and state-integrated primary schools in New Zealand. Effective from 17 May 2016 to 16 May 2018.
• Primary Principals' Individual Employment Agreement– published 29 June 2016.June2016.

Your pay

Your pay is made up of several parts:

• Roll-based salary – the more students in your school, the higher your base pay.
• Staffing-based salary – an additional amount based on the number of staff in your school.
• Decile payment - if your school is in deciles 1 to 4, you will get an addition to your annual pay.
• Payment for leading literacy and numeracy – this additional payment recognises the work you do to lead, develop and implement programmes to increase literacy and numeracy.

Tables showing all the salary components are in clause 5.2 of your collective agreement.

Career structure payments

You can also qualify for a salary increase based on the number of years you have been a principal and whether you meet the professional standards. There are different standards for beginning, developing, experienced and leading principals. Your board is responsible for reviewing your performance and confirming that you qualify for the career payment.

Clause 4.4Clause 4.4 of your collective agreement sets out the criteria for the career payment and schedule 2 contains the professional standards.

Allowances

You can also receive other allowances, which are added to your salary.

Normal school allowance

You will receive a normal school allowance of $2,000pa if your school is defined as a normal or model school , which means it is a school specifically used for initial teacher training.

Associate teacher allowance

If you are involved in the practical training of teacher trainees, you can be paid an associate teacher allowance. The amount is $51.60 for each week that you have atrainee in your class for at least 4 teaching days. Read the full criteria in clause 6.2.3 of your collective agreement.

You can’t get this allowance as well as the normal school allowance.

Staffing incentive allowance

You’ll be paid an allowance of $1,000pa if your school qualifies for the staffing incentive allowance.

• Find out which schools qualify for the staffing incentive allowance .
• Read more about this allowance in clause 6.2.4 of your collective agreement.

Isolation allowance

You will receive an isolation allowance if your school is in an area the Ministry has defined as isolated. This means you live in a place with a population of less than 300, and you are more than a certain distance from a population centre of more than 1,500 people. There are different categories and rates for the allowance, depending on the distance.

• Find out which schools qualify for an isolation allowance .
• Read more about isolation allowances in clause 6.3 and find out the amounts that are paid in appendix 1 of your collective agreement.

Māori immersion allowance

If you are required to use te reo Māori in Māori immersion classes at levels 1, 2 or 3, you may qualify for a Māori immersion allowance of $4,000pa. You can find out more about this allowance in clause 6.2.6 of your collective agreement. The levels of Māori immersion are defined in schedule 1 of the agreement.

Special school principals allowance

If you are a principal of a special residential or non-residential school, you will receive an allowance of $3,000pa (for residential schools) or $2,000pa (for non-residential schools).

• Find out which schools qualify for the special school principals' allowance .
• Read more about the allowance in clause 6.2.9 of the collective agreement.

Leave

Part 7 of your collective agreement covers all your leave entitlements, including annual, sick, parental, bereavement (tangihanga), study, refreshment and sabbatical. Your school can also allow discretionary leave for various activities. Read more about the main types of leave for primary principals .

Other benefits and entitlements

If you move schools because you’re promoted or you move to work in a 'hard to staff' school, you may qualify for a transfer and removal payment to help cover your costs.

If you have a certain type of illness or injury, your time off isn’t taken off your sick leave balance. This is called disregarded sick leave .

The Ministry of Education is able to approve different terms or conditions than those in the employment agreements, such as:

• payments or benefits for taking on extra duties and responsibilities
• 'sensitive payments', such as work-related Koru Club membership, home phone and internet rental, and limited use of a school vehicle for private purposes.

This approval is often called concurrence. School boards must apply for concurrence before offering you different terms or conditions.

If you have a terminal or serious illness that means you can no longer work as a principal, you may be eligible for medical retirement .

Leaving your job

To resign (or retire) from your job as principal, you need to give your school board 2 months’ written notice.

If you feel that you are being forced to resign or your work situation has become intolerable and you feel you have no choice but to leave, you may have grounds for an employment dispute. There is more information about this in your collective agreement – clause 8.8 and clause 10.1 and appendix 3 .

If your board dismisses you from your job as principal, they must give you 2 months’ written notice and follow the procedures set out in the employment agreement – clause 10.2 and part 8 .

Superannuation

KiwiSaver is the superannuation scheme available to new and existing principals. The employer contribution is currently 3% of your gross earnings, and you can choose to contribute 3%, 4% or 8% of your pay.

You may already belong to a superannuation scheme that is closed to new members, such as:

• the Teachers Retirement Savings Scheme and the State Sector Retirement Savings Scheme, each with an employer contribution of up to 3% of your gross salary
• the Government Superannuation Fund, which has an employer contribution of 6.5% or 7% of your gross salary
• the National Provident Fund, which has an employer contribution of up to 3% of your gross salary.

If you belong to one of the old schemes and KiwiSaver, employer contributions are only paid to KiwiSaver if the amount paid into the other scheme is less than the KiwiSaver contribution of 3%. So if the employer contribution to your other fund is 4% you will not get any payment into KiwiSaver as well. However, if the employer contribution to your other fund is only 2%, you will also get 1% paid into your KiwiSaver scheme.

The KiwiSaver website has everything you need to know about KiwiSaver.

You can find out more about the other schemes on the State Services Commission website. If you have any questions, contact the provider directly.

South Australia and New Zealand Principal Exchange: 2016 school year

The Ministry of Education and the South Australia Department for Education and Child Development (DECD) has developed a Principal Exchange for Term Three of the 2016 school year.  More information about the exchange can be found here .

If you are a principal of a special residential or non-residential school, you will be paid an allowance, as set out in clause 6.2.96.2.8 ofof the Primary Principals’ Collective Agreement.

The allowance is $3,000pa for the residential schools:

• Halswell
• BLENNZ
• van Asch
• Salisbury
• Kelston
• Westbridge

The allowance is $2,000pa for the special non-residential schools listed below.

Eligible schools

National Office

• How IES will help to raise educational achievement
• Communities of learning across the country
• Working with the education sector on the details of IES
• Joining or forming a Community of Learning
• Resourcing for schools in Communities of Learning
• How IES will work
• Frequently asked questions
• Information sheets
• For more information
• Related documents
  

How IES will help to raise educational achievement

Research shows that within schools, the quality of teaching has the biggest influence on whether students succeed. IES has been designed with this in mind and is intended to help raise achievement by:

• improving teaching practice across New Zealand
• enabling teachers to work together and benefit from each other’s knowledge and experience
• helping all children benefit from the skills and knowledge of great teachers from across a group of schools
• helping schools work together so it’s easier for children to move through the education system.

$359m in funding is available over the first 4 years of the programme, and $155m a year after that.

Communities of Learning across the country

On Tuesday, 6 September 2016, Education Minister Hekia Parata announced a further 31 Communities of Learning .

These new Communities add to the 117 already announced in May 2016 ,   November 2015 ,  August 2015 ,  April 2015 and December 2014 .

There are now 148 Communities of Learning spread throughout the country. Over 50% of all eligible schools (1,264 out of 2,416 ¹ ) will be part of a Community of Learning involving more than 410,000 students. Communities of Learning are groups of schools, kura and ECE that come together to raise achievement for children and young people by:

• sharing expertise in teaching and learning
• supporting each other
• working together, so a child’s journey through the education system is easier.

These Communities set shared goals based on information about their students’ educational needs and work together to achieve them. 26 communities have already signed off achievement challenges to lift their students’ achievement in areas such as reading, writing and maths. View these Communities of Learning - achievement challenges .

Download the PDF version of the map of Communities of Learning August 2016map of Communities of Learning August 2016

We are updating the maps on this page as more schools join communities of learning. For information on IES, please call 0800 IES INFO (0800 437 4636) or email IES.team@education.govt.nz 

Working with the education sector

The Ministry of Education has worked with representatives from the education sector on the details of IES. A working group of education sector leaders was instrumental in developing the IES model. Go to the working group’s report [PDF, 2 MB].

The Ministry has been in discussions with key education sector bodies and on 30 September 2014 the Ministry settled agreements with secondary teacher and principal unions on IES.

The Ministry has now reached agreement with the New Zealand Educational Institute Te Riu Roa . 

The Ministry has been working with the sector on the design of IES since early 2014 and we will continue to do so.

Joining or forming a Community of Learning

If you want to form or join a Community of Learning, you can complete an Expression of Interest. This means we can support you in that process. Over 500 expressions of interest have already been received.

Or you can contact your local Director of Education if you want to discuss this. You may also find the communities of Learning guides useful.

Resourcing for schools in Communities of Learning 

We support boards in Communities of Learning (CoL) with operational funding and staffing support. All CoL boards receive inquiry time and funding for forming and maintaining a CoL. Boards who appoint teachers or principals to a Community of Learning role receive additional allowances.
Go to the resourcing for schools in CoLs page for more information .

How IES will work

IES provides a process to get communities behind raising achievement for all children and young people through working together to identify and address common achievement challenges. It is intended to enable the most effective teachers and principals to share their knowledge and expertise across multiple schools, to everyone’s benefit. It is aimed at making it easier for schools to work together around a child’s journey through the education system to tackle educational challenges, and get the professional resources they need to do that.

Communities of Learning

Communities of Learning are the ‘engine room’ of IES. Groups of schools and kura will come together into groups of around 10 schools which will represent the ‘pathway’ for students from primary to secondary school. Expressions of Interest are now available for forming a Community of Learning .

New teaching and leadership roles

IES introduces proposed new roles for some of our most skilled teachers and principals, better enabling them to share their knowledge and expertise with colleagues. This will give teachers a genuine choice between going into management and staying in the classroom, and give principals more career stretch.

Working across a Community of Learning

Providing leadership

A new principal role will help and support all principals and teachers in a Community of Learning to meet shared achievement challenges, and will use the principal’s project leadership abilities to harness the best skills from across the Community. Supporting principals to extend their skills and rise to meet new challenges will also provide more opportunities for deputy and assistant principals to step up into an acting principal role, and strengthen team leadership.

Strengthening high quality teaching

It is anticipated that each Community of Learning will have 4 or 5 teachers working closely with other teachers to share their subject and practice expertise and to get the best out of the combined strengths of their colleagues. This would mean about one teacher in 50 would be in the role, so most teachers would not spend any more time away from their classes. The new role is expected to provide an opportunity for teachers to remain classroom focused rather than being promoted out of classrooms into management positions. Each Community of Learning will have resources available to release teachers to work together and to learn from each other, something that international and local evidence says is vital to supporting the highest quality of teaching. Around 1,000 of these roles will be available nationally and interested teachers will need to apply, and meet clear selection criteria.

Within a school

It is anticipated that up to 5,000 new career opportunities will be available nationally to support teachers to open their classrooms as models of learning for other teachers. The roles will be within schools that are part of a Community of Learning. These teachers will remain in their own classrooms and strengthen the “teaching as inquiry” practice of other teachers by providing opportunities for observation and discussion. About one in 10 teachers will be able to take up this role if they apply, and meet the selection criteria. Schools will receive additional funding to release other teachers to spend time on the job, continuing to develop their professional skills for the benefit of students in their own classrooms.

Inquiry Time

All teachers currently have various amounts of time where they are released from their classroom to complete administration tasks and prepare lessons. Investing in Educational Success provides more time for teachers to focus specifically on working together to tackle achievement challenges.

All schools and/or kura within a Community of Learning will be funded to allow teachers time to work together on meeting the achievement challenge in their Community. Communities and schools themselves will decide how best to use this time to help their children and young people.

Work is continuing with the sector on how Inquiry Time will operate, including balancing the amount of Inquiry Time available against the allowances paid for the new roles.

Communities of Learning - Achievement Challenges

Once they have been approved by the Minister, Communities of Learning come together to discuss and analyse data and factors affecting achievement for students in their Community. These form the basis of the achievement challenges that every Community develops and agrees to work on over several years. The endorsement of the achievement challenges is an important step in the development of the CoL and its supporting frameworks.

Teacher-Led Innovation Fund

The Teacher-led Innovation Fund is a pūtea/fund of $10 million over 3 years (mid 2015 – mid 2018). It is open to all primary and secondary teachers in state and state integrated kura/schools, to support the development of innovative practices.

Applications for funding are now closed. The last round of funding opens in November 2016.

Recruiting highly effective principals to schools with challenges

A new Principal Recruitment Allowance will help New Zealand’s most high need schools and kura attract highly effective principals who can provide the leadership needed to lift student achievement. The allowance recognises the additional work needed to transform struggling schools. It will also provide an incentive to some of our most inspiring school leaders to take on new challenges.

When a principal vacancy arises, a board may apply to the Ministry to confirm that their school or kura meets the criteria for the allowance.

Frequently asked questions

Find answers to frequently asked questions about IES

Information sheets: Investing in Educational Success

• IES; An overview
• The Principal Recruitment Allowance; What is it?
• The Teacher-led Innovation Fund; How the fund works
• Communities of Schools; Making a difference

For more information

For further information on IES you can:

• Call the Ministry of Education on 0800 IES INFO (0800 437 4636)
• Email IES.team@education.govt.nz

Background policy documents for IES

• You can read key documents that show how the policy was developed.

Related documents

• Cabinet Paper - 21 January 2014
• Cabinet Social Policy Committee Minute - 28 May 2014
• Cabinet Paper - 28 May 2014
• Agreements and guidelines settled with secondary teacher and principal unions
• Expressions of Interest for Communities of Learning

¹  As of October 2015, there was a total of 2,514 schools in New Zealand, 2,416 of them eligible to receive funding support as part of a CoL.

An Organisation for Economic Co-operation and Development (OECD) study shows that education remains a priority for New Zealanders long after they’ve left school. 

The report, Education at a Glance 2016, shows New Zealand has one of the highest rates of adult learning in the OECD.

Some 68% of adults aged 25 to 64 participated in either formal or non-formal education. Participation in non-formal education is particularly high with 64% of adults taking part, compared with the OECD average of 46%. The high participation rates extend to vocational programmes and part-time study.

More adults are also receiving higher qualifications, with the proportion of adults aged 25 to 64 with a level 4 or higher qualification in the OECD’s top six. Our completion rates for tertiary study are also comparatively high.

Government spend on tertiary education is over $4 billion per year. This report shows the tertiary system is helping a higher proportion of young people to achieve qualifications at higher levels and gain the skills they need to succeed in the job market.

New Zealand’s international education market remains strong with one of the highest proportions of international students in the OECD, and international tertiary enrolments up 14% last year.

Other areas of education are also performing strongly. The report shows no other OECD country spends a higher percentage of its public funding on education as New Zealand.

Public expenditure in early childhood education (ECE) is in the top third and the teacher-child ratios in ECE are amongst the lowest in the OECD.

Participation of children aged three years and under ECE is in the top third of OECD countries. Research shows that participation in quality ECE not only equips kids to do better educationally but is also linked to better health, social and employment outcomes.

Here you can find Education at a Glance 2016Education at a Glance 2016 is available at  www.oecd.org/education/eag.htm .

Go to theA summary of New Zealand results foris available at  Education at a Glance 2016 on the Education Counts websitehttp://www.educationcounts.govt.nz/publications/series/education-at-a-glance.

Each Community of Learning | Kāhui Ako sets shared goals, or achievement challenges based on the particular needs of the children and young people in that region. Once these have been endorsed by the Minister of Education, the Community of Learning | Kāhui Ako works with students, their parents, whānau, iwi and communities to achieve those challenges. Communities of Learning | Kāhui Ako are a part of Government’s Investing in Educational Success (IES) initiative. 

Benefits of joining a Community of Learning | Kāhui Ako

By collaborating and sharing expertise, students’ learning pathways are supported and  their transition through the education system improved. This approach also provides more opportunities for parents, families and whānau to be involved with their child’s learning.

Read about Communities of Learning | Kāhui Ako in the Auckland region:

• Waitakere's collaborative approach 
• Strength in numbers - the Auckland Central Community of Schools

Schools and/or kura within a Community of Learning | Kāhui Ako are funded to allow teachers time to work together on meeting the achievement challenges, drawing on each other’s skills, knowledge and experience. 

Boards of trustees choose whether their school/kura will join or form a Community of Learning | Kāhui Ako. Early learning and post-secondary education providers can also join voluntarily. 

• Joining or formingm a Community of Learning | Kāhui Ako?
• Support available for schools and kura
• Check out some achievement challenges

Communities of Learning | Kāhui Ako across the country as of August 2016 - see how many have been formed in your area

Cognition Transport (formerly named Multiserve)

Office number: (09) 638 4808
Email:  transport@cognitioneducation.com
Postal Address: Cognition Transport, Private Bag 92617, Symonds Street, Auckland 1150

School Support Ltd

Office number: 0309 435 0505
Email:  schooltransport@schoolsupport.co.nz
Postal address: School Support Ltd, PO Box 115, Twizel 7944

Using the Reference Designs

Use the Reference Designs when planning to upgrade a standard classroom block. These include designs specific to each block type and have most of the information needed to complete the preliminary design stage. They will help you adapt existing teaching spaces in ways that are well designed, structurally sound, and will be valuable assets for many years to come. You can use them to begin discussions about your longer term property aspirations, and adapt them or stage them to suit available funding.

The Reference Designs have been prepared by architects, engineers, a quantity surveyor and an educationalist. While there are many types of standard classroom block in New Zealand, these Reference designs are for the  Avalon, Canterbury and Formula block types.

The first document in the Reference Designs is the Briefing Document. You will find this the most useful. It has information about how to identify the particular block type, and a high level overview of the technical information that is found in the other documents in the package. 

There are 3 appendices to the Briefing Document. These will be most useful to the property professionals who are working on your project.

Avalon block

The plan below shows the existing layout of an Avalon block.

Appendix 1: Architectural Scope and Design Plans

• 1.1 Architectural Scope (Avalon block)
• 1.2 Design Plans (Avalon block)

Appendix 2: Structural Scope including:

• 2.1 Design Features Report (Avalon block)
• 2.2 Structural Calculations Auckland (Avalon block)
• 2.3 Structural Calculations Wellington (Avalon block)
• 2.4 Structural Calculations Christchurch (Avalon block)
• 2.5 Structural Drawings (Avalon block)
• 2.6 Structural Specification (Avalon block)
• 2.7 Fire Report (Avalon block)
• 2.8 Accessibility Report (Avalon block)

Appendix 3: Cost Estimate (Avalon block)

Canterbury block

The plan below shows the existing layout of a Canterbury block.

Briefing Document (Canterbury block)

Appendix 1: Architectural Scope and Design Plans

• 1.1 Architectural Scope (Canterbury block)
• 1.2 Design Plans (Canterbury block)

Appendix 2: Structural Scope including:

• 2.1 Design Features Report (Canterbury block)
• 2.2 Structural Calculations Christchurch (Canterbury block)
• 2.3 Structural Drawings (Canterbury block)
• 2.4 Structural Specification (Canterbury block)
• 2.5 Fire Report (Canterbury block)
• 2.6 Accessibility Report (Canterbury block)

Appendix 3: Cost Estimate (Canterbury block)

Formula block

The plan below shows the existing layout of a Formula block.

Briefing Document (Formula block)

Appendix 1: Architectural Scope and Design Plans

• 1.1 Architectural Scope (Formula block)
• 1.2 Design Plans (Formula block)

Appendix 2: Structural Scope including:

• 2.1 Design Features Report (Formula block)
• 2.2 Structural Calculations Auckland (Formula block)
• 2.3 Structural Calculations Wellington (Formula block)
• 2.4 Structural Calculations Christchurch (Formula block)
• 2.5 Structural Drawings (Formula block)
• 2.6 Structural Specification (Formula block)
• 2.7 Fire Report (Formula block)
• 2.8 Accessibility Report (Formula block)

Appendix 3: Cost Estimate (Formula block)

Nelson two storey block

The plan below shows the existing layout of a Nelson two storey block.

Briefing Document (Nelson two storey block)

Appendix 1: Architectural Scope and Design Plans

• 1.1 Architectural Scope (Nelson two storey block)
• 1.2 Design Plans option 1 (Nelson two storey block)1.2 Design Plans option 1 (Nelson two storey block)
• 1.3 Design Plans option 2 (Nelson two storey block)1.3 Design Plans option 2 (Nelson two storey block)

Appendix 2: Structural Scope including:

• 2.1 Design Features Report (Nelson two storey block)
• 2.2 Structural Calculations Auckland (Nelson two storey block)
• 2.3 Structural Calculations Wellington (Nelson two storey block)
• 2.4 Structural Calculations Christchurch (Nelson two storey block)
• 2.5 Structural Drawings Auckland option 1 (Nelson two storey block)
• 2.6 Structural Drawings Auckland option 2 (Nelson two storey block)
• 2.7 Structural Drawings Christchurch & Wellington option 1(Nelson two storey block)
• 2.8 Structural Drawings Christchurch & Wellington option 2 (Nelson two storey block)
• 2.9 Structural Specification (Nelson two storey block)
• 2.10 Fire Report (Nelson two storey block)
• 2.11 Accessibility Report (Nelson two storey block)

Appendix 3: Cost Estimate (Nelson two storey block)

Giving your feedback

We want to constantly improve the content and usability of our documentation. You can email the Ministry at Property.Help@education.govt.nz if you have suggestions for improving the Reference Designs. Your feedback will help us to maintain these design guidance documents as valuable resources for all of those involved in designing our schools as effective learning environments.

State and state-integrated schools and kura involved in Communities of Learning | Kāhui Ako (CoL) receive ongoing operational funding and staffing support. Boards that appoint teachers or principals to a role in a Community of Learning | Kāhui Ako receive additional allowances.

Establishment and ongoing maintenance

The board of each school or kura will receive $1,000 upon the Minister approving the setting up of a new Communitiy of Learning | Kāhui Ako or when a school joins an existing one. Each board then receives $1,000 annually to help with costs relating to maintaining their Community of Learning | Kāhui Ako.

Inquiry Time 

We provide inquiry time to all boards in a Community of Learning | Kāhui Ako. Inquiry time provides opportunities for teachers to work together to build a strong culture of inquiry and collaboration.

Every board in a Community of Learning | Kāhui Ako will:

• receive at least 0.05 full time teacher equivalent (FTTE) inquiry time per year. 

Where a school’s Guaranteed Minimum Formula Staffing (GMFS) or assured staffing is greater than 10 FTTE. We calculate the inquiry time by dividing the school’s staffing by 10 and multiplying that result by 0.06 to give an annual allocation.

Roles in a Community of Learning | Kāhui Ako 

We provide the following allowances to the employing board when they make appointments to these roles. These allowances continue to be paid while the appointee remains in the role.

 For the Leadership Role

We provide the employing board with:

• 0.40 FTTE release time. This will appear on the school’s staffing entitlement notice. 
• Between 90% and 140% of a rate 2 travel grant and a $1,000 per year induction and networking allowance are paid as part of the operations grant. 

 For the Across/Between School Teacher Role

We provide the employing board with:

• 0.40 FTTE release time. This will appear on the school’s staffing entitlement notice. 
• Between 85% and 140% of a rate 1 travel grant and a $750 per year induction and networking allowance are paid as part of the operations grant. 

For the Within School Teacher Role

We provide the employing board with:

• 0.08 FTTE release time. This will appear on the school’s staffing entitlement notice. 
• A $400 per year induction and networking allowance is paid as part of the operations grant. 

Targeted operations grant increase

In 2017, some 2421 state, state integrated schools and kura will receive their share of an extra $12.3 million in targeted operations grant funding to support students at risk of educational underachievement.

This extra targeted operations grant funding represents a 1 per cent increase to the $1.35 billion in initial operations grants funding allocated to all schools for 2017. Overall, 99.4 percent of all state, state integrated schools and kura, with around 133,000 eligible students, will receive a share of the targeted operations grant increase.

The amount of targeted operations grant funding that each school receives is determined by the estimated number of students they have from a long term welfare dependent background.

Our research shows that students from these backgrounds are one of the biggest groups at risk of not being successful at school. A school receives additional targeted funding of $92 for each of these students, as opposed to $16 had there been an even distribution of a 1% increase in operations grant funding for all students in all schools.

In general, low decile schools and schools in regions, such as Te Tai Tokerau, Auckland and Waikato, where there are large numbers of students most at risk of educational underachievement, benefit most from the targeted operations grant funding increase.

The amount of targeted operations grant funding each school receives in 2017 depends on their estimated number of eligible students. There are children meeting the criteria for the targeted funding in almost all schools.

Some schools will receive a few hundred dollars; others are getting up to $57,000 as a result of the targeted funding approach. One school will receive around $109,000 reflecting the large number of students it has from the target group. All but 15 of our smallest schools will receive some additional targeted operations grant funding.

The way the targeted operations grant has been distributed shows that there are students at risk of educational under-achievement in almost all schools.

The increase is designed to better target funding across schools to enable them to address the barriers faced by children most at risk of educational under-achievement.

Operations grant funding

In addition to the 2017 targeted operations grant increase, all state, state integrated schools and kura have been told about their initial allocation of the $1.35 billion in operations grants funding for 2017. This allocation is initial only. It will not be finalised until schools file their March 2017 roll returns with us.

Operational funding is provided directly to boards of trustees of state and state integrated schools to cover (schools’) operating costs and can be used at the board’s discretion.

This does not include funding for major property costs, school transport, and the salaries of teachers employed as part of the school's staffing entitlement, as these resources are provided separately.

The amount paid depends on the school's roll, the year levels of the students, the decile, isolation index and the property profile.

A school’s operations grant can consist of up to 23 components. Not all schools receive all of these components. But changes in any of them can move a school’s operations grant funding up or down. For example, a change in the number of students at a school will have an impact on the funding. There is a list of all 23 here.

Questions and answers

Does the amount they receive in operational grant funding affect how much they receive in targeted funding?

No. The two are separate. The targeted funding is purely based on information about students who are from families on long term welfare.

How has the targeted operations grant funding been determined?

The targeted funding is delivered to schools depending on the estimated number of students they have, aged 5 to 18, whose parents have been on benefits for 75% of the first five years of the student’s life, or 75% of the most recent five years.

Will schools be told which students are receiving the targeted operations grant increase?

Schools are only being advised of the estimated number of students that meet the funding criteria. They will not be told the names of these students, to maintain their privacy.

Schools and teachers often know which of their students are most at-risk of educational underachievement, and know which students are behind where they should be in their learning.

When will schools receive their targeted operations grant increase in funding?

Schools will receive their targeted funding increase as part of their operational grant funding at the start of Term 1 in 2017.

Is the targeted funding part of the Funding Review?

The targeted funding is not part of the Funding Review. But it does offer a clear example of how funding could be changed to have a focus on getting the money to those students who need the most support.

The fact that the operational grant is so complex, with 23 different components also illustrates the need to review whether there is a better way to determine and deliver funding to schools that is simpler and more effective.

There are children meeting the criteria for the targeted funding in almost all schools.

Why has the funding amount for some schools not been provided?

The information has been removed for a few schools where five or fewer students are from benefit-dependent households, or where all students are in receipt of the targeted funding increase.

This suppression rule is consistent with international standards to ensure the protection of privacy.

Does the Ministry of Education know the names of the students who are eligible for the targeted funding increase?

No, the Ministry doesn’t have a list of these children. A data-match was done by MSD, and individual details haven’t been shared.

Te Puna Reo o Puhi Kaiti was named the winner of the Excellence in Teaching and Learning – Atatū Award in the June ceremony.

Curriculum manager Erana Haerewa, who accepted the award on behalf of the puna reo and its community, says winning was very exciting for the whole Puna Reo o Puhi Kaiti whānau.

"Winning was a huge honour; it’s been an amazing journey," she says. "Entering the awards, having the judges visit, becoming finalists and then winning was a lot of hard work, but it was definitely worth it.

"When we won it was huge and it was a really proud moment for our puna reo. As a team we’ve been working very hard with a focus on high quality."

Before the teaching team headed to Auckland for the ceremony they went for a special walk with the children from the puna reo.
"We took the children up our maunga, the one that we all walk up every day, and told them that we may win a very special taonga. They were all very excited."

Upon the teaching team’s return to Gisborne they celebrated the win with the tamariki, who did a haka pōhiri to celebrate.

The mana of each child and their whānau is respected and enhanced. Children take charge of their own learning in a way that respects the Māori and Pakeha world view.

Erana says that Te Puna Reo o Puhi Kaiti has been open for 6 years, however the centre’s approach to collaborative iwi-based learning has developed over time.

"This is something new for us," she says. "We’ve created a curriculum based on tikanga Māori."

Erana says a major focus for Te Puna Reo o Puhi Kaiti is on iwi-based learning so that tamariki learn about their own culture and history.

"Our tamariki have a strong cultural identity. We encourage connections to their marae through tikanga, we learn pōhiri, we teach the meaning behind different waiata, and much more.

"We want the centre to be like a marae for our tamariki and their whānau. While they are with us they learn manaakitanga, so everything that they do here they will go away and do at their home marae."

Erana says taking part in the 2016 Prime Minister’s Education Excellence Awards was an amazing experience and she would do it all again if she could.

"Presenting our curriculum was a great experience and so was having the judges visit," she says. "For our teachers and our whānau it was a very special experience.

"I told the teachers not to do anything differently so that the judges would see exactly what we normally do. They saw a day in the life of our puna reo. That’s what we’re really proud of."

When asked what is next for Te Puna Reo o Puhi Kaiti, Erana says the goal of the centre is to keep improving its practice for its tamariki.

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Contact your local Director of Education to discuss what's involved. You can also ring 0800 IES INFO (0800 437 4636) or email  IES.team@education.govt.nz 

Early learning and post-secondary education providers should also contact their  local Director of Education to discuss joining a Community of Learning | Kāhui Ako .

These guides provide advice for the various stages in establishing a Community of Learning | Kāhui Ako, from expressing interest in participating in a Community through to the appointment of the Community roles.

Education legislation related RIS

• Education (Update) Amendment Bill
• Education Legislation Bill
• Education Amendment Bill 2012
• Education Amendment Bill (No2)
• Extending domestic status to dependants of NZAID Scholarship recipients
• Budget 2016: Improvements to tuition subsidy funding and student support policy settings for study overseas
• Student support package for budget 2013
• Student Support Package for Budget 2012
• Student support package for Budget 2011

Once a Community of Learning | Kāhui Ako has been approved by the Minister of Education, its members meet to look at the data and discuss factors affecting achievement for students in that region. From there, each  Community of Learning | Kāhui Ako  develops and agrees achievement challenges to work on over the next few years. Achievement challenges are then endorsed by the Minister.

Here are achievement challenges developed by different Communities of Learning | Kāhui Ako