CLIVE SCHOOL Operational Procedures and Policies
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CLIVE SCHOOL
Operational
Procedures and Policies
Contents
The following policies and procedures outline how the school will operate and set standards
and performance expectations that create the basis for the board to monitor and evaluate
performance as part of its ongoing monitoring and review cycle.
1. A Culture of Health and Safety 4
2. Delivery of the Curriculum 6
3. A Culture of Health and Safety – specific focus:
a. Education Outside the Classroom 7
b. eLearning and Cybersafety 9
c. eLearning Communication Guidelines 9
d. Laptop Lease 11
4. Special Needs 12
5. Assessment Statement 14
6. Finance 16
7. Financial Management 18
8. Finance Internal Control 19
9. Sensitive Expenditure 22
10.Entertainment 24
11.Travel 25
12.A Culture of Health and Safety – specific focus:
a. Equal Employment Opportunity 28
b. Appointments and Vulnerable Children’s Act Requirements 29
c. Personnel 34
d. Staff Abuse 35
e. Personal Harassment 36
f. Privacy 37
g. Protected Disclosure Procedure 39
13.Performance Management 41
14.Principal Performance Management 43
15.Staff Professional Development 45
16.Staff Leave Procedure 46
17.Classroom Release Time 4718.A Culture of Health and Safety – specific focus:
a. Keeping Children Safe 49
b. Safe Environment 53
c. Medical Emergency, Missing Person, Emergency and Evacuation 55
d. Medication at School 57
e. Attendance 58
f. Use of Physical Restraint 59
19.Enrolment Scheme 62
20.Reclassification of Junior Students 64
21.Uniform 65
22.A Culture of Health and Safety – specific focus:
a. Property Management 67
b. Use of School Facilities Outside School Hours 68
c. Swimming Pool Management 69
d. Hygiene 71
e. Road Safety 72
f. Hazardous Substances and Equipment 74
g. Alcohol 75
21. A Culture of Health and Safety
Chairperson: Kirsty Jones
Review Due: April 2021
RATIONALE AND PURPOSE
Clive School is committed, so far as is reasonably practicable, to ensuring the safety and well-being of
students, employees, contractors and visitors at school, and when away from the school on school activities
or school business. It should be read in conjunction with the Health and Safety Act 2015.
The Board of Trustees is committed to ensuring the Health and safety of all as stated above. And in complying
with relevant health and safety legislation regulations standards and codes, both known and unknown
GUIDELINES
We will:
Provide a safe and healthy, physical and emotional environment.
Establish and maintain a good safety culture.
Meet our legal obligations – comply with the HSWA regulations.
Promote and support the early return to work of any injured employees.
Promote healthy living goals.
Set clear accountabilities and responsibilities for the development and delivery of safety objectives
and performance.
Clearly and actively communicating our safety goals.
Consult with employees and encourage their participation and consultation with union and other
employee representatives.
Create and maintain a safe working environment with good facilities.
Encourage reporting with a “no blame” reporting system.
Understand, document and manage our hazards and risks so far as is reasonably practicable.
We will ensure:
People are adequately trained, competent in safety matters, have sufficient resources and are only
allocated tasks commensurate with their skills.
Safety and management reviews are completed and relevant action is taken where deficiencies are
identified.
Required levels of safety performance are achieved.
Continually improvement of safety performance.
We will comply with the HSWA regulations NZ standards and Approved code of Practice.
3The following policy and/or procedural documentation has been developed, implemented and
maintained:
o Education Outside the Classroom
o e Learning and Cybersafety
o eLearning Communication Guidelines
o Laptop Lease
o Property Management
o Use of School Facilities Outside School Hours
o Swimming Pool Management
o Equal Employment Opportunity
o Appointments and Vulnerable Children’s Act Requirements
o Privacy
o Protected Disclosure Procedure
o Personnel
o Staff Abuse
o Personal Harassment
o Keeping Children Safe (preventing and reporting)
o Safe Environment
o Medical Emergency, Missing Person, Emergency and Evacuation
o Medication at School
o Attendance
o Use of Physical Restraint
o Totally Smokefree
o Hygiene
o Road Safety
o Hazardous Substances and Equipment
o Alcohol
42. Delivery of the Curriculum
Chairperson: Kirsty Jones
Review Due: May 2020
RATIONALE
The identified needs and aspirations of students are at the centre of all teaching, learning and assessment.
Students are encouraged to acquire the values and key competencies inherent in the NZ Curriculum.
The curriculum is delivered in accordance with the National Education Guidelines. These include the national
Education Goals, National Administration Guidelines and the National Curriculum Statements expressed
through the School Curriculum.
PURPOSE
To foster student achievement and broaden children’s learning experiences, understandings and skills.
GUIDELINES
● Implement the National Curriculum Statements, which define the learning philosophies, principles,
achievement objectives and key competencies through the School Curriculum.
● Priority will be given to the delivery of Literacy and Numeracy Programmes along with Inquiry learning
in Years 0-6.
● Develop a variety of learning/teaching styles and strategies that are appropriate to the needs of
students based on the principles of effective pedagogy (pg34NZC).
● Provide equitable educational opportunities for all groups of learners including identifying barriers to
learning and implementing strategies to address these.
● Respect and draw upon the significant features of our diverse ethnic, cultural and local New Zealand
heritage, with a focus on the bicultural nature of New Zealand.
● Curriculum Planning for the Essential Learning Areas will address the key understandings identified as
a part of the School curriculum and be regularly reviewed.
● Provide diverse opportunities for parents to be involved as partners in order to support the learning
of their children.
● Provide ongoing professional development to enhance teaching and learning ‘best practice’.
● Provide timely reports to BOT and Parents on the ongoing review of the School Curriculum.
53a. Education Outside the Classroom (EOTC)
Chairperson: Kirsty Jones
Review Due: May 2020
RATIONALE
Education Outside the Classroom (EOTC) is an integral and valuable part of the learning opportunities that
Clive School provides for students both for the curriculum and for personal development. To ensure sound
practice is followed to maximize the safety of children, teachers, and volunteers. To meet the Boards
obligations under current Health & Safety legislation.
DEFINITION
Education Outside the Classroom (EOTC) – an EOTC activity includes those utilizing school, local and wider
environments, such as a camp, ski trip or farm visit. A visit utilizes the local environment, such as Farndon
Park Waitangi wetlands, Kohupatiki, Matahiwi Marae or a neighbouring school.
PURPOSE
● To encourage students learning through first hand experiences that cannot be duplicated within the
classroom.
● To assist in increasing confidence, independence and responsibility through meeting new challenges
and taking appropriate risks.
● For students to develop an attitude and awareness of taking some responsibility towards their own
safety and that of others.
GUIDELINES
● Principal to be consulted with all EOTC planning and approval sought using EOTC approval forms (TKI
EOTC Guidelines – aligned with Health & Safety Act 2015; the Vulnerable Children Act 2014; and the
Health & Safety at Work (Adventure Activities) Regulations 2016).
● Board approval sought for all EOTC activities deemed by the Principal to require it. This will include
overnight activities and ‘outdoor’ activities requiring special precautions.
● Adequate supervisor/student ratio will be maintained. Approved ratios will vary, according to the risk
for activity and the skills required for supervision.
● For EOTC activities including overnight stays, all parents/whanau will be police checked by principal
and where possible will meet with the principal beforehand. This needs to occur at least a month
before the event or activity.
● Volunteers are required to accept the conditions outlined by the school, e.g. transport safety, no
alcohol.
● Outside contractors or agencies are required to meet conditions of safety management which will be
approved by the Board.
6● Parent/whanau permission will be required for all EOTC activities. A school visit permission letter
(Clive Global Consent Form) covering a school year may be sent by teachers to cover all visits.
● Ensure, where possible, that students are not excluded from participation in EOTC activities.
Teachers will ensure that:
● Medical supplies (a basic first aid kit) must be taken, including individual medication if required.
● They have an operational cell phone with them when supervising & participating in EOTC activities.
● Safety of students and participating adults is a priority.
● Costs for activities are approved and budgeted by the Principal.
● All activities are relevant to the school programme, with clearly defined learning objectives.
● Parent helpers are aware of their responsibilities beforehand.
● Provision will made for students not attending the class trip.
● SAP or RAMs planning to be completed by teaching staff for all EOTC activities.
Should a serious incident occur on an EOTC event, the following procedures will be followed; the Teacher in
charge of the EOTC event or other delegated person will:
● Contact emergency services if necessary.
● As soon as possible, phone the principal or other delegated person.
● The Principal or other delegated person will contact the:
○ Board of Trustees Chairperson
○ Parents/Caregivers of the students involved
○ School media contact person is the Principal, or if unavailable, the Board of Trustees
Chairperson.
○ Support services for victims and others that were present when the incident occurred
(for example, Victim Support Group)
73b. e-Learning & Cybersafety
Chairperson: Kirsty Jones
Review Due: Aug 2020
RATIONALE
Clive School will take all practicable steps to maintain a safe physical and emotional environment in its
curriculum delivery. The Board of Trustees (BOT) also has a responsibility to be a good employer to ensure
all students, staff and members of the learning community are safe when using devices or working online.
Important Terms used in this Policy
● ‘e-Learning’ means teaching and learning facilitated or supported by the use of Information and
Communication Technologies – via the use of digital learning tools e.g. iPads & robotics.
● ‘ICT’ refers to the term ‘Information and Communication Technologies’.
● ‘Cybersafety’ refers to the safe and responsible use of the Internet and ICT equipment/devices.
● ‘ICT equipment/devices’ may include but is not limited to computers (such as desktops, laptops,
netbooks), Apple devices (such as I Pads, I Pod Touches, Apple TVs, Mac Books), cameras (such as
video, digital), all types of mobile phones, gaming consoles and any other such similar technologies as
they come into use.
PURPOSE
● The BOT acknowledge that providing ICT/e- Learning equipment will benefit student learning
outcomes and the effective operation of the school.
● The BOT recognise that the presence in the learning environment of these ICT can also facilitate anti-
social, inappropriate and event illegal use of material or activities. Clive School aims to maximise the
benefits of ICT/e-Learning, while at the same time minimising and managing the risks.
● Clive School will develop and maintain rigorous and effective cybersafety practices which aim to
maximise the benefits of ICT/e-learning to student learning and to the effective operation of the
school, while minimising and managing any risks (e.g. the use of Netsafe and other educational
supports).
● The Principal will appoint and e-Learning Leader or Leaders, and delegates the responsibility of
providing staff training, and developing and implementing the appropriate management procedures,
practices, electronic systems, and educational programmes to the E Learning Leader/s.
● The e-Learning Leader/s will report to the Principal on e-Learning issues, including Cybersafety.
GUIDELINES
● No person may use ICT in the school unless the ‘Clive School Acceptable Use Agreement for e-Learning
Tools & Devices’ agreement has been signed and returned to the school. The ‘use agreement’ applies
whether ICT devices/equipment are privately owned, leased or school owned and are used at or for
8any school related activity, regardless of its location. This includes off-site access to the school
network, email accounts, Blogger sites or Google accounts from school or privately-owned/leased
equipment (and any Cloud platforms).
● All BOT employees, students and other approved users such as teacher trainees, external tutors and
providers, contractors, and other authorised visitors to the school must sign a Clive School use
agreement prior to using any ICT devices/equipment.
● The use of ICT by BOT employees, students and other approved users at Clive School is to be limited
to educational, professional development and personal usage appropriate to the school environment.
● Signed ‘use agreements’ for students will be filed in a secure place and completed each year.
Staff/adult authorised users will be stored on the School serve and presented to the BOT along with
proof of teacher registration, to be filled out as needed (e.g. on employment or when starting a
teaching experience – student teachers).
● The BOT has the right to monitor access and review all use. This includes personal emails sent and
received on the schools computers or other devices.
● The BOT and or its agents have the right to audit at any time any material on equipment that is owned
or leased by the BOT. The school may also audit privately owned ICT devices/equipment used on the
school site or at any school related activity.
● Issues relating to confidentiality such as sighting student or staff information, reasons for collecting
data and the secure storage of personal details and information (including images) will be subject to
the provisions of the Privacy Act 1993 (reprinted 26th June 2014) and the Protected Disclosures Act
2000 (reprinted 1st January 2014).
● The safety of children is of paramount concern. Any apparent breach of cybersafety will be taken
seriously. The response to individual incidents will follow the procedures developed as part of the
school’s cybersafety practices. There will be special attention paid to the need for specific procedures
regarding the gathering of evidence in potential serious cases. If illegal material or activities are
suspected, the BOT may report the matter to the relevant law enforcement agency.
93c. Laptop Lease
Chairperson: Kirsty Jones
Review Due: Aug 2020
RATIONALE
● Participation in the MOE TELA Laptop Scheme will improve ICY capabilities of teachers.
● Over time, this increased capability will benefit students, supporting their ICT development.
GUIDELINES
● The Board agrees to pay for the eligible teacher lease.
● Eligible teachers may elect to take an advanced model, and pay the school the difference between
that lease and the base model lease.
● Ineligible staff may enter the scheme, but pay the full cost of the lease to the school.
● A laptop agreement is a requirement which covers responsibilities of school and teacher.
● A Responsible Use Procedure will be signed by teachers entering the scheme.
● The Board commits to ongoing ICT Professional Development for teachers, where possible
professional development will be Clive Staff lead.
● A teacher on leave with or without pay, for one month or more, may be asked to return the laptop to
school.
Related Documents:
● Responsible Use Procedures
● Laptop Agreement
● Acceptance of Conditions
104. Special Needs Procedure
Chairperson: Kirsty Jones
Review Due: May 2020
RATIONALE
The aim of the special needs provisions is to enable students to develop in curriculum and personal/social
areas, where understanding and confidence have been recorded as either ‘at risk’ or exceptional.
PURPOSE
● To give opportunity for children to have assistance to reinforce the concepts which have been
targeted by the classroom teacher.
● To provide opportunities for the pupil to gain confidence in the areas identified.
● To enable students to function to the best of their individual ability.
GUIDELINES
● A register of children referred will be kept by the SENCO and made available to staff. Students are
referred by classroom teachers, following initial testing and observation. (The previous year’s
referrals are taken into account, but with the understanding that circumstances and abilities may have
changed for some students.)
● Students two years below/above cohort initially take priority, with the following provisos:
○ Students new to the school will not necessarily take priority over those who have been waiting
some time to enter a program(s.) This will be discussed by the Special Needs Team and
decided on an individual basis.
○ Students will usually not be involved in two programmes concurrently, unless agreed upon on
an individual/needs basis.
○ Decisions will be based upon a holistic view of the child and school resources available, rather
than statistical data and test results alone.
○ In order to prevent students becoming reliant on one-to-one support, Teacher Aide house will
be allocated to a classroom/teacher, rather than to a child. This in-class support will enable
the teacher to spend more time with those children who require additional support, rather
than withdrawing the children for individual work with the Teacher Aide. (There will be some
exceptions to this, primarily ORRS students and children with ongoing needs.)
● Full use will be made of all known ‘outside’ supports, including:
○ Reading Recovery
○ Group Special Education
○ Resource Teachers of Learning and Behaviour
○ Supplementary Learning Support Teachers
○ Resource Teachers of Literacy
11○ Correspondence School of New Zealand
○ SPELD
○ Community members and paraprofessionals
● An annual Special Needs Budget will facilitate the continuation of the initiatives and provision of
appropriate resources.
● Planning will commence in October of each year for the following year.
● Action research will be carried out and data kept. Focus will vary according to needs and purpose of
use.
● Staff will at all times seek to create an atmosphere where students feel they are an accepted part of
their classroom, feel free to take risks and feel supported in mastering the concepts being taught.
EXPECTED OUTCOMES
An improvement in:
● Their sense of self-worth and self-confidence.
● Their knowledge or mastery in the area referred.
● Their ability to integrate into the classroom program and/or life of the school.
● Their ability to self manage the above outcomes.
125. Assessment Statement
Chairperson: Kirsty Jones
Review Due: May 2020
RATIONALE
Assessment is integral to teaching and learning. It is a cyclic process of gathering evidence from a range of
sources in order to inform learning and teaching and improve student learning.
PURPOSE
● To improve student learning
● To improve the quality of learning programmes
● To record and report on student progress
PRINCIPLES
Good assessment is built upon the following principles:
● Assessment tools and practices should always fit the purpose they are designed for.
● The best interests and progress of the student should be paramount.
● Assessment is an integral part of the learning process.
● Assessment should be ongoing, accurate and defensible.
● Assessment should take many forms, gathering information from multiple contexts and using a variety
of tools that suit the needs of the student and the nature of the learning task.
● Assessment practice should take into account the varied learning styles and cultural expectations of
diverse learners.
● Assessment practice should assist teachers to monitor the impact of their teaching on student
learning and modify their programmes accordingly.
So that every student becomes a successful lifelong learner:
● We will focus on learner success
KEY RESOURCES
● New Zealand Curriculum (2007)
● Ministry of Education Position Paper on Assessment (2010)
● National Administration Guidelines
● Clive School Assessment Statements and Assessment Timelines
13GUIDELINES
● Planning for assessment will be an integral part of the learning teaching programme.
● Class and school-wide curriculum planning will reflect the needs and strengths highlighted through
analysis of assessment data.
● Classroom assessment practice will be implemented in line with Clive Curriculum Assessment
Statements in relation to Literacy, Numeracy and Inquiry Learning.
● Assessment at Clive School must be manageable, reliable, valid and defensible.
● Teachers’ professional judgment in making Overall Teacher Judgment (OTJs) about student
achievement should draw on a wide range and type of assessment data incorporating the
requirements of Clive School Assessment Timelines within Literacy, Numeracy and Inquiry Learning
Assessment Statements.
● Data analysed will be shared throughout the school to inform learning and teaching decisions at four
levels:
○ Learning (classroom level between students and teachers)
○ Management (school-wide aggregation of data)
○ Reporting (to parents/whanau, BOT, MOE)
○ Strategic (BOT decision-making)
● Assessment practice will include the following:
○ Ongoing learning conversations between teachers and students which provide students
feedback and feed forward in relation to learning outcomes and success criteria, informing
learning next steps.
○ Self-assessment that involves students monitoring their own progress in relation to goals,
learning outcomes and success criteria.
○ Peer assessment in relation to agreed criteria that helps students improve their own and
others’ learning.
○ Teacher assessment, in which student progress and strengths are recognized, needs identified
and strategies for next steps planned.
REVIEW
The Clive School Assessment Statement will be reviewed at least every two years.
146. Finance
Chairperson: Kirsty Jones
Review Due: June 2020
RATIONALE
The Board of Trustees and the Principal need to have access to a financial record system that will provide
them with appropriate information on which to make budgeting and purchasing decisions.
PURPOSE
● To provide an accounting system that will:
○ Meet Public Sector Accounting concepts (PSAC)
○ Be suitable for GST purposes
○ Be suitable for auditing procedures
○ Be flexible enough to meet the needs of the School
○ Provide an ongoing relationship between income and expenditure
○ Provide Board of Trustee members with a clearly defined financial statement prior to each
meeting.
● To set in place guidelines for responsibility for maintaining records.
● To set in place guidelines of responsibility for expenditure of resources.
● Once adopted by the Board of Trustees, the Principal has authority to spend approved budget.
● To ensure that the Board of Trustees do not breach regulation 12 of the Crown Entities (Financial
Powers) Regulations 2005 or section 67 of the Education Act.
GUIDELINES
● Financial decisions made by the Board of Trustees will be made in line with regulation 12 of the Crown
Entities (Financial Powers) Regulations 2005 or section 67 of the Education Act.
● The school operates a Stationary float of $50.
● The school’s appointed financial services supplier is responsible for maintaining the school’s financial
records.
● The Principal / School Secretary will liaise with the appointed financial services supplier, presenting
bank statements and other relevant banking and book-keeping documents as required.
● A monthly statement will be presented to the Board of Trustees outlining income and expenditure in
relation to budget variances generated by the supplier.
● All accounts are to be ratified by the Board of Trustees at a full general meeting. Those over $500 are
itemised for the board
● Payment of accounts is to be made on or before the 20th day of each month.
● Expenditure must be approved by the Board of Trustees, Principal or Chairperson.
15● The Principal is to seek approval from the Board of Trustees prior to making purchases outside the
Budget, except in emergency situations.
● In the case of GST payments, the appointed financial services supplier has the authority to lodge
returns, receive payment on behalf of and advise of payments to be made.
● The signatories of all School accounts will be any two of: Principal, Chairperson or nominated Board
of Trustees representative. All coding of accounts by the school secretary will be cross-checked by
the Principal as a part of payment approval process.
● All accounts are to be kept at School until they are forwarded to the appointed financial services
supplier provider each week after being entered in the online accounting system.
● Cheques are to be signed by persons other than the assignee.
● The Finance Committee will meet at least three times annually to discuss, plan and review the school’s
financial management. One of these will be to prepare the draft budget for the following year.
● All Board members are to disclose financial conflicts of interest prior to discussions.
● The Board of Trustees will be aware of the Ministry of Education financial provisions and regulation
12 of the Crown Entities (Financial Powers) Regulations 2005 or section 67 of the Education Act.
especially in relation to:
○ Managing conflicts of interest
○ Fraud
○ Sensitive Expenditure
○ Gifts
○ Travel
○ Leases
167. Financial Management
Chairperson: Kirsty Jones
Review Due: June 2020
PURPOSE
● To ensure accountability for the control of school finances.
● To report to all interested parties and present accounts for audit
● To ensure efficient use of funds.
GUIDELINES
● The Finance committee will each year prepare a budget based on the aims of the development plan
and present the budget to the full Board for approval.
● The school will establish clear guidelines, including delegations and accountabilities, for the efficient
management of each section of the budget.
● Appropriate financial management procedures and practices are followed in line with regulation 12
of the Crown Entities (Financial Powers) Regulations 2005 or section 67 of the Education Act. and
guidelines set out by the Ministry of Education.
● A Statement of financial position prepared by the school’s appointed financial services supplier will
be presented at each Board meeting. Summaries of account payments undertaken by the appointed
financial services supplier are also included in this statement. The finance Committee provide a
summary of this report.
● A full report on the school’s financial position will be presented after the 31 st May annually.
● All accounts held by the school will be monitored.
● Each financial year, a set of accounts will be prepared by the school’s appointed financial services
supplier.
● An auditor will be appointed for the school.
EXPECTED OUTCOMES
Financial management at Clive School will be effectively administered.
178. Finance: Internal Control Policy
Chairperson: Kirsty Jones
Review Due: June 2020
RATIONALE
Internal control of finance will provide a reasonable assurance that errors and irregularities are discovered
quickly. The system will help the Board of Trustees ensure that school funds and assets are properly
safeguarded against loss, theft, or other unauthorized use. This procedure will also give parameters for staff
contributions to ensure the most effective use of school funds.
PROCEDURES
Receiving Money
● Money received from pupils or parents is processed by the School Secretary. This includes money
received on behalf of other agencies (e.g. Book Club, 40 Hour Famine)
● Receipts are issued for money received.
Banking of Money Received
● Ensure all cheques received are stamped account payee only (not negotiable).
● All monies are put into the school safe or removed form the premises after receipt.
● All banking is to be coded eg. stationery, donations etc, and recorded in the online accounting system.
● Under no circumstances is money to be left unattended in the office or in classrooms.
● Cheques are to be banked each week.
Payment of Accounts
● All invoices are recorded directly in the online accounting system (including coding) by the Office
Administrator each week. The online accounting system will provide a warning if the invoice has
already been entered so to eliminate duplicate payments.
● Banking to and payments from the bank accounts are recorded in the online accounting system as
they happen. The cheque serial number is recorded against the invoice that was paid. This enables
all parties with access to the online accounting system to see the current reconciled balance of all
bank accounts on a daily basis.
● The Principal checks and authorises the hardcopy invoices received and processed that week and has
the ability to check in the online accounting system also.
● Invoices are sent to appointed financial services supplier for payment.
● On receipt of invoices the appointed financial services supplier check that the invoices have been
entered into the online accounting system correctly i.e. dates, coding & GST treatment, then set the
date on which the invoice is due to be paid. All invoices are paid on due date by direct credit from
the school’s bank account. In the event that the creditors bank account number can’t be obtained
then appointed financial services supplier will issue a manual cheque for payment.
18● Statements are checked to ensure:
○ Account rendered has not been paid (checked via online accounting system).
○ Ensure goods / services have been received.
○ All invoices are attached to the statement or have already been sent to appointed financial
services supplier the accounting service provider (this can be verified in the online accounting
system).
○ In urgent cases the school holds a cheque book and emergency payments may be made from
the local account.
● The Principal is to authorise all payments.
● Prepare cheques for urgent payment of accounts stamping each cheque “not negotiable". Staple each
statement payment advice to the cheque and if there is no payment advice on the statement a
preprinted payment advice is to be attached to each cheque. Each statement should be stamped with
the account payment stamp.
● All statements are to be filed alphabetically, by supplier, by month. Copies are not kept of invoices
which are forwarded to the appointed financial services supplier.
School Accounts
● The Principal is to monitor spending against budget by examining the monthly operating statement.
Staff reimbursements
● Many businesses will not open small accounts. There is occasionally the need to make reimbursement
for expense incurred on behalf of the school. No reimbursement will be made to staff without the
production of GST receipts. Staff reimbursements are processed as per normal creditor payments via
the appointed financial services supplier and by direct credit into their nominated bank account.
Cheque Signing Authority
● All cheques are to be authorised by the Principal, and two signatures must appear on the cheques.
● Signing authority is the Principal, Deputy Principal and a board of trustee’s approved staff member.
● The use of signed blank cheques is discouraged.
● All cancelled cheques are to be marked as such and filed with accounts paid.
Audit Procedures
● The Finance committee are to work with appointed financial services supplier to ensure all audit
material is available and ready on time for the annual audit.
Budget Procedure
● Before the end of term 3 budget holders will be asked to forward recommendations for purchases for
the following year. Any staff member may submit suggestions to budget holders.
● In September all staff will be invited to submit suggestions for capital purchases. (assets over $1000)
that align with the Proposed School Development plan.
● Suggestions will be put in broad priority order by staff based on the annual plan.
● The appointed financial services supplier will provide a budget template in mid October (after the
September creditors have been received) which details current year to date expenditure as a
comparison.
● The finance committee will prepare a draft budget before the November meeting of the Board of
Trustees.
● The Board will make the final budget decisions and finalise the budget by December.
19Authority for Spending
● The Principal has authority to spend funds approved within the school budget, as funds are available.
Spending outside the total approved for each broad budget category must be approved by the Board
of Trustees.
● Capital Expenditure for buildings and equipment.
● Items approved within the budget:
○ Principal may proceed as funds become available.
● Items not approved with the budget:
○ Equipment replacements up to $500 - Principal may proceed.
○ Items valued more than $500 for which needs become apparent during the year - Capital
expenditure justification to be presented.
● Capital expenditure proposals for items over $1000 are to be presented to the Board of Trustees, and
all capital expenditure is to be reported monthly to the Board.
● Through the Principal staff may be delegated spending in their budget areas of responsibility.
Novo Pay Process
● Relief as needed is notified to Principal.
● This is recorded in Principal Relief google calendar.
●
● Pay details are entered into Novopay based on that diary.
● A validated copy is printed and posted to novopay
● A transaction report is printed off on a Thursday. A correlation is made between the diary and
transaction report and then signed by BoT Trustee (Financial Delegated Trustee)
20● Corrections if required are made in the next pay period.
● These records are retained.
CONCLUSION
Adherence to this procedure will help to protect all who deal with the finances of the school, ensure cost
effective spending and give everyone involved with the school opportunity to contribute their suggestions.
219. Sensitive Expenditure
Chairperson: Kirsty Jones
Review Due: June 2020
INTRODUCTION
● The board agrees that it has a responsibility to ensure that all expenditure of board funds is clearly
linked to the business of the school and does not at any time provide unreasonable and personal
benefit from those funds to any individual or group of individuals (staff or students).
● The board acknowledges that at times there are expenses, which may be considered to be beneficial
only to individuals or small groups of individuals. These may include expenses in relation to travel
(especially international travel), or to koha, gifts and other payments to individuals.
● The board has determined that any expenditure which may be considered to be beneficial to
individuals or groups of individuals will be carefully scrutinised before approval and will be supported
by appropriate fund raising specific to that expenditure.
● Particular reference should also be made to the board’s travel policy in considering expenditure,
which may benefit individuals or groups of individuals.
● The board has agreed on the fundamental principles of this Policy, and has delegated responsibility
for the implementation and monitoring of this Policy to the principal (as the chief executive and the
board’s most senior employee).
PRINCIPLES
● The board requires the principal, where expenditure may be beneficial to an individual or group of
individuals, to take account of the following prior to authorising this expenditure:
○ Does the expenditure benefit student outcomes?
○ Does the expenditure represent the best value for money?
○ Is it in the budget?
○ Could the board justify this expenditure to a taxpayer, parent or other interested party?
○ How would the public react if this expenditure was reported by the media?
○ Would there be perceived to be any personal gain from this expenditure?
○ Does this expenditure occur frequently?
● Any proposed expenditure which may benefit individuals or groups of individuals will be backed by
funds which have been raised for the purpose. The funds will be raised with a full understanding of
their purpose known to those contributing the funds – such as parents or other funding sources (eg.
Charities). The funds raised will cover all costs (including travel and accommodation costs for teachers
who may be involved).
22Accounting for expenditure
● All expenditure which is incurred on behalf of individuals or groups of individuals will be fully
accounted for and a separate income statement for management reporting purposes showing all
funds raised and expenditure incurred will be provided to the board.
APPROVAL
When the board approved this Policy it agreed that no variations of this Policy or amendments to it can be
made except with the unanimous approval of the board.
2310. Entertainment
Chairperson: Kirsty Jones
Review Due: June 2020
INTRODUCTION
● The Board agrees that it has a responsibility to ensure that expenditure on entertainment incurred by
the School must clearly be linked to the business of the School. The Board has agreed on the
fundamental principles of this Policy, and has delegated responsibility for the implementation and
monitoring of this Policy to the Principal.
● The Board requires the Principal, as the chief executive and the Board’s most senior employee, to
implement and manage this Policy. The Principal may, from time to time, further delegate some of
their responsibilities, and all such delegations must be attached as appendices to this policy.
● This Policy must be read in conjunction with other Board Policies, and the exercising of all authority
and responsibilities conferred under this Policy must be in accordance with the Schedule of
Delegations and may not exceed an individual’s established level of delegated authority.
PURPOSE
● Entertainment expenditure in general will be for the following purposes:
○ Building relationships and goodwill.
○ Representation of the school in a social situation.
○ Hospitality provided in the course of school business to external parties.
○ Internal social functions.
● The purpose of all purchases should be transparent and the amount expended able to be
demonstrated as reasonable and appropriate.
School Events and Staff Meetings
● This includes conferences, seminars, workshops, training courses and meetings.
● When deciding upon a venue, teachers should take into account location, accommodation standard
and tariff rates. They should give due consideration to the nature of the event, total cost, expectations
of participants and their home location.
● When deciding upon catering, teachers should take into account the nature of the event and the
quality of food required. Lunch should only be provided for staff meetings where it is not possible to
arrange the meeting for a period, which avoids the lunch break.
Alcohol Purchases
● The school should only purchase alcohol for entertainment purposes.
● Purchases are usually for the consumption by staff and guests at school hosted events. The amount
expended needs to be demonstrably reasonable and appropriate for the event and should be
sufficient for moderate consumption only.
APPROVAL
When the Board approved this Policy it agreed that no variations of this Policy or amendments to it can be
made except with the unanimous approval of the Board.
2411. Travel
Chairperson: J Kirsty Jones
Review Due: June 2020
INTRODUCTION
● The Board agrees that it has a responsibility to ensure that travel expenditure incurred by the School
must clearly be linked to the business of the School. The Board has agreed on the fundamental
principles of this Policy, and has delegated responsibility for the implementation and monitoring of
this Policy to the Principal.
● The Board requires the Principal, as the chief executive and the Board’s most senior employee, to
implement and manage this Policy. The Principal may, from time to time, further delegate some of
their responsibilities, and all such delegations must be attached as appendices to this policy.
● This Policy must be read in conjunction with other Board Policies, and the exercising of all authority
and responsibilities conferred under this Policy must be in accordance with the Schedule of
Delegations and may not exceed an individual’s established level of delegated authority.
PRINCIPLES
● The Board agrees to ensure that:
○ the travel expenditure is on the Board’s business, and the School obtains an acceptable benefit
from the travel when considered against the cost;
○ expenses are reimbursed on an actual and reasonable basis; and
○ staff that are required to travel on business do not suffer any negative financial effect.
Process for Making Travel Arrangements
● Under no circumstances may any staff member approve their own travel.
● All booking for international and domestic travel is to be conducted through the School’s normal
purchase procedures. This includes the booking of accommodation, flights and rental cars.
● Travel bookings are not to be made using manual cheques or credit cards.
Travel within New Zealand
● The justification for travel within New Zealand must be documented. It is to be transparent and must
relate to a school need. Travel within New Zealand is to be authorised on a one-up basis (for example
the Principal should authorise any travel by the Deputy Principal and the Board should authorise any
travel by the Principal).
● All domestic air travel is to be economy class.
International Travel
● Prior to international travel being undertaken, the traveller must be given a copy of this policy and be
required to sign it off to signify that they have read and understood it.
25● All international travel should be authorised by the Board before it is commenced. A proposal must
be put to the Board detailing the purpose of the trip, the expected benefit to the Board which will
arise from the trip and an estimate of the costs of the trip. The Board will approve the travel in writing.
● A the end of the trip overseas, the traveller must prepare a trip report, which details the costs incurred
during the trip, activities which took place during the trip and the benefits to the Board and the School
of the trip.
● Except where the flight time exceeds 10 hours, all international air travel is to be economy class.
● Business class travel may be approved, where the Board considers appropriate, for travel more than
10 continuous hours in duration.
● If a staff member has a travel time without a stopover in excess of 20 hours, a rest period of 24 hours
before commencing work is permitted.
Accommodation
● Staff should opt for good but not superior accommodation, for example Qualmark 2 star
accommodation and must be prepared to justify exceptions to this rule to the Board.
● Staff who stay privately will be reimbursed on production of receipts, for koha or for the cost of a gift
given to the people they have stayed with. Prior to travel the staff member should receive
authorisation for the value of the intended koha/gift. (Refer to Sensitive Expenditure Policy)
Vehicles
● When using rental cars, staff should opt for good but not superior model vehicles and should be
prepared to justify any exceptions to this rule to the Board.
● Use of private vehicles is to be approved on a one-up basis and reimbursement will be at the rate
specified by the Inland Revenue Department.
● If taxis are used, then staff should pay for the taxis out of their own pocket, obtain a receipt and seek
reimbursement through petty cash or as part of an expense claim.
Reimbursement of Expenses
● The reimbursement for business related travel expenses is on the basis of actual and reasonable costs.
Actual and reasonable expenditure is defined as “the actual cost incurred in the particular
circumstance, provided that it is a reasonable minimum charge”.
● For travel within New Zealand, actual and reasonable expenses are those incurred above the normal
day to day costs. For example, a staff member would normally incur personal expenditure for lunch
on a daily basis and the cost of lunch when travelling should not be reimbursed unless the costs are
greater than that normally incurred.
● All personal expenditure is to be met by the staff member. Examples of this are mini bar purchases,
in house movies, laundry and private phone call charges are to be paid separately by the travelling
staff member.
● All receipts must be retained and attached to the travel claim. The claim is to be authorised on a one-
up basis.
● For expenditure incurred in New Zealand of value greater than $50 (including GST) there should also
be a GST invoice to ensure that GST can be reclaimed by the school.
● Authorisation can still be given for expenditure less than $50 where there is no receipt, for example
if it is not practical to obtain a receipt or if the receipt is lost. The expenditure can be reimbursed
provided there is no doubt about its nature or the reasons for it.
26Discretionary Travel Benefits
● Travel benefits, including airpoints and loyalty scheme rewards/points (Flybuys, Global, etc), accrued
from official travel are only to be used for subsequent travel on behalf of the School. They should not
be redeemed for personal use.
● Staff must travel by the most direct route unless scheduling dictates otherwise.
● The School will not meet expenses incurred on behalf of a spouse or travelling companion. In the
event of a person travelling with an employee, a reconciliation of expenses should clearly
demonstrate that the School did in no way incur additional expenditure.
APPROVAL
When the Board approved this Policy it agreed that no variations of this Policy or amendments to it can be
made except with the unanimous approval of the Board.
2712a. Equal Employment Opportunity
Chairperson: Kirsty Jones
Review Due: April 2021
RATIONALE
In accordance with the requirements under the requirements under the State Sector Act 1998, this school
supports the development and implementation of an equal opportunities programme. We are committed to
the goal of freedom from discrimination, and we recognize the need for an active approach to the
achievement of equal opportunities in employment.
PURPOSE
To ensure that all employees and applicants for employment are treated according to their qualifications,
abilities and aptitudes in a non-discriminatory manner, and without regard to irrelevant factors.
GUIDELINES
● By developing and implementing an EEO programme within the school in consultation with staff
members.
● By developing an appointments policy that will ensure there will be no discrimination in the areas of
recruitment and selection.
● By considering target groups (ie women, Maori, Pacific Islanders and other ethnic minorities and
persons with disabilities) in a non-discriminatory manner in accordance with the school EEO
programme.
● By following the principles and guidelines outlined in the EEO programme when considering staff
promotion and career development.
● By requiring the Principal to report annually to the BOT to ensure EEO requirements are being met.
● By requiring the BOT to review all personnel policies and procedures with regard to EEO within a three
year time span.
● Reference Policies: Personnel, Appointment of Staff, Personal Harassment.
OUTCOMES EXPECTED
By implementing the guidelines and working in cooperation with our employees we will make equal
employment opportunities a reality in our school.
2812b. Appointments
Chairperson: Kirsty Jones
Review Due: April 2021
RATIONALE
The quality of the learning and teaching programmes is a direct reflection of the quality of the staff appointed.
Equal Employment Opportunities will be applied.
PURPOSES
● To ensure a consistency in the appointment of staff.
● To provide a clear framework within which appointments can be made.
● To ensure that the BOT meets its obligations as a good employer.
● To ensure that the rights of applicants are met.
● To ensure that the best person at the time is appointed.
APPOINTMENT OF PRINCIPAL
● The appointment of the Principal is the responsibility of the BOT.
● Executive Responsibility: Chairperson – BOT.
● Appointments Committee for Principal: At least two elected members of the BOT, and balanced staff
representation.
● If required, other members co-opted for expertise reasons, eg another Principal of an equivalent sized
school.
● Co-opted members do not have voting rights.
SCHOOL STAFF APPOINTMENTS
● The following to apply to the appointment of School Staff – basic scale teachers, ancillary employees,
relievers, long-term reliever, part-time staff.
● Appointed by the BOT through the recommendation of the Appointments Committee.
● Executive Responsibility: Principal.
APPOINTMENTS COMMITTEE - SCHOOL STAFF
● Principal
● Other School Staff or Board members co-opted for equity/expertise if required.
SCHOOL APPOINTMENT PROCEDURE
When an appointment is required the Principal will:
● Inform the BoT Chair
● Assemble a suitable appointments panel
29● Conduct a needs analysis of the role being filled
● Design an appropriate time line that meets the ‘needs’ of the school
● Consider Designation: Part time or Permanent status,Tenure, Start date
● Collate an employment package to contain
○ STA templates for Appointment (use as often as possible)
○ Requirement for police vetting if not currently fully registered teacher
○ Rquirements for Vulnerable Children’s Act
○ Requirement of proof of registration and current practising certificate
○ Requirement of contact details
○ Information on the position advertised
○ Information on Clive School
○ Timeline for key events
○ Reference to the relevant collective agreements
○ Letter inviting applicant to respond in a particular manner (this may require electronic CV but
hand written applications completed forms and letter seeking consideration required)
● Admin will keep a contact details log of sent applications and received applications and acknowledge
receipt of application
● Police vetting of core workers will need to be completed before a permanent appointment is made
VULNERABLE CHILDREN’S ACT REQUIREMENTS
From July 1st 2015 all outside agencies who come to work with children at Clive School as core workers
will need to provide proof of their safety status.
From 1 July 2015, all new appointees to core worker roles need to be safety checked before starting
work (including those changing roles).
From 1 July 2015, schools won’t be able to employ or engage new core workers with certain child
abuse, sexual or violence convictions, unless they have an exemption (see Schedule 2 in the
Vulnerable Children Act 2014).
The safety checking regulations include the following elements:
o Identity verification – proof people are who they say they are, including previous identities.
These checks need to follow Department of Internal Affairs standards for evidence of identity
30o At Clive School we require those who work for other agencies to provide proof from their agency
that they have the clearance before they work with children as CORE workers and identity
verification as part of our risk assessment. An email can confirm that from the employer.
o Risk assessment – considered judgment based on the information collected. This is a part of Clive
Schools due diligence.
o Information requirements – reliable information about history and behaviour, which
includes reference checks, interviews, and Police vetting is carried out along with a risk
assessment before an appointment is made to any role at Clive School.
o Teachers, Support Staff, Administration, Cleaning Caretaker, Relief teachers
o All Volunteers are subject to a police checked prior to EOTC experiences
o Relief teachers may be in cases of emergency employed but not for longer than 5 days or along
side a suitably checked person
31EDUCANZ - VERIFYING IDENTITY FOR TEACHER PRACTISING CERTIFICATE
To verify identity, the referee must:
● Be shown the applicant's documents by the applicant themselves
● Check there is one document from category A and one from category B
● Check the documents are valid (i.e. not expired)
● Check one of the documents is a form of photo ID
● Check that the document numbers on the application form match those on the documents
● Stamp the application form with the official stamp of the school, centre or programme
32● The Council needs to be assured that the Identity Referee the person that they say they are. For this
reason, the Council requests:
○ The Identity referee’s registration number (where applicable)
○ The address of the Centre at which they work
○ The Identity referee’s signature
○ An official stamp that the principal or centre manager has access to and links the Identity
Referee to the school or centre
○ Being provided with this key information allows the Council to efficiently consider the Proof
of Identity form and get the required assurance.
What information should a stamp include?
● Name of the centre
● Address of the centre
The following information is not required but is useful to have on your stamp:
● MOE number
● Phone number
● Principal or Centre Manager name
Some schools and centres may have a Common Seal. A Common Seal is generally used on legal
documents and contracts, has an official legal status and can be used on the Proof of Identity form.
3312c. Personnel
Chairperson: Kirsty Jones
Review Due: June 2021
RATIONALE
Employees work best in a supportive environment knowing that their rights are being protected, their welfare
considered and their ongoing professional development provided.
PURPOSE
● To enhance learning by staffing the school with teachers and ancillary/support staff to meet
curriculum and charter requirements.
● To abide by the relevant industrial awards and endeavour to maintain harmonious industrial relations
by recognizing the requirements of the State Sector Act 1988, Human Rights Act 1993, Employment
Relations Act 2000, the School Trustees Act 1989 and other relevant acts as applicable.
● To follow the guidelines and principles of the school’s EEO Policy.
GUIDELINES
● By the BOT recognising the rights of non-union members to negotiate their terms of employment.
● By all personnel observing and respecting the principles of human rights and adhering to accepted
standards of integrity, conduct and concern for the pupils and wider community’s interests.
● By the school implementing ongoing performance management in a positive and supportive way that
leads to the professional development of individual teachers.
● By the Principal reporting annually or on request to the BOT on staff development.
● By the BOT acknowledging the value and essential nature of continuing professional development in
its annual budget.
● By the Principal having authority to approve leave applications up to a duration of three days on full
pay. The BOT will consider applications for longer periods on a case-by-case basis. The maximum
period of leave is twelve months.
● By all personnel being familiar with all school policies and charter obligations.
● Staff experiencing physical, emotional and/or verbal abuse also have access to the Employee
Assistance Programme ( 800327 669 ) a professional confidential service paid for by the Board of
Trustees
EXPECTED OUTCOMES
Effective personnel management and relationships creates a positive, harmonious learning environment.
3412d. Abuse of Staff
Chairperson: Kirsty Jones
Review Due: June 2021
PURPOSE
● The Clive School Board of Trustees recognizes that all staff have a right to be safe in their work
environment.
● The Clive School Board of Trustees acknowledges that from time to time staff may be subjected to
physical, emotional and/or verbal abuse. This policy outlines the procedures for supporting staff
following any such incidents.
GUIDELINES
● The Board of Trustees does not condone abuse of any sort towards staff, by students, parents and
caregivers or other staff.
● If a staff member feels unsafe or uncertain when interacting with another person, they should
endeavour to have another staff member present. In the event of a serious confrontation occurring,
the staff member should terminate the interaction, vacate their room or if this is not possible activate
the fire alarm. In the case of a student being involved, the students family must be notified. A meeting
may be called between caregivers and the school.
● An incident report must be completed outlining each incident. An incident need not necessarily occur
at school, where it can be shown the incident related to a school situation.
● Any staff member who experiences such an incident has the right to support. This may include peer
support, counselling, medical treatment etc.
● Staff experiencing physical, emotional and/or verbal abuse also have access to the Employee
Assistance Programme ( 800327 669 ) a professional confidential service paid for by the Board of
Trustees
● Family of any student involved in an incident must be notified. A meeting may be called between
caregivers and the school.
● A staff member is covered by criminal law and is entitled to press charges. This decision must be the
staff members to make and they may not be coerced or be seen to be pressured due to any
employment concerns. Staff are advised to seek independent counsel to help them make this
decision.
EXPECTED OUTCOME
Staff experiencing physical, emotional and/or verbal abuse are fully supported.
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