principal report may2015 website

PRINREPMAY2015Website/BOT 2/06/2015 1

PRINCIPALS’ REPORT TO THE BOARD OF TRUSTEES

WEDNESDAY 27th MAY 2015

NAG 6: ADMINISTRATION

Roll Statistics Report:

2015 2014 2013 2012 2011

Roll as at 17/3/15: 615 591 550 554 561

New Enrolments since last report: 25 32 26 25 17

Less transfers to other schools/overseas: 12 14 11 20 13

Total Roll as at 18/05/15 628 609 565 559 565

The following table details Enrolments by Year Level from January until 18 May

for 2014, 2013, 2012, and 2011. The table gives some indication of transiency over

this time.

New Enrolments:

Up to 18/5/13 2015 2014 2013 2012 2011

New Entrant 5 yr olds 57 55 44 52 35

Y1 (not NE) 6 6 9 2 2

Y2 11 11 11 11 6

Y3 10 10 8 11 7

Y4 7 7 7 10 14

Y5 3 10 7 7 8

Y6 4 9 8 8 6

Totals: 98 108 94 101 78

Enrolment Patterns by Month:

2015 2014 2013 2012 2011 2010 February 60 73 64 70 50 42

March 17 10 7 12 19 16

April 13 6 8 10 1 16

May (19th) 8 21 15 9 8 2

98 108 94 101 78 76

Roll at 18 May: 628 609 565 559 565 607


NAG 1: CLASSROOM AND SCHOOL CURRICULUM REPORT

New Virtue: The virtue of excellence was introduced at the start of term to children

and promoted in Newsletters, Cross Connections and Pipps reports. A copy of the

“Excellence” virtue sheet is included in the appendices. A worksheet is also made

available to class teachers. This virtue aims to complement the term’s Past and

Present Concept.

World Vision: Over a number of years we have supported the World Vision appeal

with many Hill students taking part after promotion at assemblies etc. The co-

ordinator this year is Dianna Cotter. A worthwhile opportunity for students to be

aware of global and social issues and a good link to aspects of our Virtues

programme, and our Vision Statement.

Hill Ambassadors: Our Ambassador student

team has been introduced at a school assembly,

are featured on a large display outside Mr

Laurence’s office, and have a number of

leadership roles throughout the year.

There is also a focus on the role that

Ambassadors can have in supporting children

who might feel lonely in the playground.

Ambassadors have a role in leading school

assemblies. A highlight for these students will be the Young Leaders day on 21

May at the Telstra Centre. Thanks to Malcolm Laurence for taking responsibility

for the Ambassadors group.

ICT Clubs: This lunchtime club idea was established several years ago by ICT

Team leader Heather Murray. In 2015, there are 2 groups: a Year 4 group led by

Mrs Murray and a Year 5-6 group led by Mr de Kock. These children are trained to

become our class, syndicate and school assembly “experts” in using a range of ICT

equipment, setting up and operating sound equipment etc.

Speeches: The Franklin Speech Championship is a traditional event, which Hill has

entered over many years with some excellent results. More recently, the structure

and relevance of the contest has been questioned and some changes introduced to

reflect these concerns and to fit within our crowded curriculum. Malcolm Laurence

has been involved in selecting speech makers from senior classes, and working with

them as a gifted and talented group as well as some senior classes also offering

speech preparation time for children to go forward to our school speech

competition, with the winner going on to represent the school at the Franklin

championships being held on Monday 25 May at the Family Christian Centre. The

school finals saw some excellent speeches presented with Luke Mitchell being

chosen to represent us with a speech on global warming.


ANZAC Day Remembrance: For the first

time, we had a school remembrance service at

school. The MOE had provided schools with

named crosses and a small resource kit which

we also used. For many of our students this

would have been the first time they would

have experienced such an event and I was

most impressed with those students who

participated and led and the respect and

interest of all our children. With our inquiry

concept of Past and Present, this was also an

excellent link which teachers were able to use. A copy of the programme prepared

and organised by Mrs Bates and a brief

outline I gave is included in the

appendices.

Lunch with the Principal: This initiative was held at the end of term to celebrate

student academic achievement, progress and excellent attitudes to learning. Twenty

five students were invited – one from each class - with the lunch being prepared and

served by Mrs Smart and her Health Promoting student team. A special guest was

Grant Perret to thank him for all the work done on the new adventure playground.

These children were also celebrated at a whole school assembly and were present

with a certificate.


Te Huarahi Cultural Festival: both our kapa haka and rugby touch teams

represented the school extremely well at the Franklin Cultural Festival.

One of our rugby teams gained overall 2nd place in an exciting final in the rain with

Valley, and the other team won their pool section.

Our kapa haka group had their first performance for this year and looked great in

their PTA funded outfits. We were very proud of our tamariki as they showed pride,

passion, discipline and enthusiasm in their performance.

The support from whanau for our kapa haka and sports teams was also pleasing.

Padder Tennis Champs: At Hill, a series of inter

class competitions are held to choose the doubles

pairs to represent us at Franklin champs. At the

Franklin Championships Kitana Walker and

Taylah Rose Walker-De Thierry won the girls

event and Shaun McNaughten and Joel Mowbray

won the boys final! Not only that but Maia

Johnson and Mackenzie Armitage and Cody

Whiteman and Jihad Sarker also took out third

place. Impressive results!

Awesome Orienteers: At the Franklin

orienteering champs our Year 6 Girls won 1st

place and our Year 6 boys teams took out 2nd and

5th places.

Thanks to our sports leaders Mrs Shaw and Mr

de Kock for their support and organisation of our

teams.

Mini Wheels: Miniwheels is popular tradition at

Hill and provides lunch time fun for our junior,

middle and senior school children who bring their

roller skates, skateboards and bikes to school

during Mini Wheels week..

These days are

organised by

our Health

Promoting and

TravelWise

student teams

who do a great

job promoting

ways to keep active and healthy. Thanks to our

enthusiastic student teams and to leader Mrs

Smart.


Hockey Coaching: This coaching programme across the school has continued this

year with Counties Manukau coaches with the support of Rick de Kock. The skills

development is useful in developing gross motor skills, fitness, and also has the aim

of encouraging students to join one of the local hockey clubs.

Pukekohe Youth Advisory Event: Recently, Room 14 took part in a sports and

motivational day at the Rec Centre organised by Year 12 Wesley College student

Jack Neal-Pratt. The day was supported and funded by a variety of group and local

businesses. Our students enjoyed swimming, basketball and rugby touch training as

well as having lunch and bus transport provided.

Project Energise: Megan from Project Energise is now the new facilitator

continuing the 3 year contract we have, both in providing healthy nutrition advice

and taking classes for activity based lessons. On 29 April she ran a workshop after

school around fitness and small game activities. This term the focus is with Year 2

students and in Term 3 there will be programmes for Middle and Senior classes

with a focus on healthy food choices, Nude Food Challenge and a “Have a Go Day

for the whole school.

Swimming Evaluation: Data has been provided by Sarah Mortimer on behalf of

our Counties Manukau Sport Swim for Life coaches after the end of the swimming

programme for Year 56 classes. This included data that 59% of students were able

to meet the criteria for 200m. This term Year 3-4 classes have just completed 10

lessons at the Rec Centre, and it’s planned that Year 2 classes will also have

lessons, although our original arrangements have been delayed as the Rec Centre

now has a new contractor and a number of staff have left.

Enviro Strategic and Action Planning: Pip Williams and Wendy Bates are active

with our EFS student teams and meet several times weekly. The children are

involved in activities such as our vegetable gardens, fruit trees, worm farms. Late

last term, a group travelled to the Botanic Gardens to join a workshop day called

Eye on Nature attended by about 500 students from across Auckland.

Circle of Friends Initiative: This initiative has come from a very experienced

speech language therapist and involves a small group of class members looking to

support and encourage a fellow student who has aspects of learning and social

needs. We may look to replicate this approach in several other classrooms.

ESOL Students: The data below indicates the ethnicity of the 43 (35 at this time in

2014) students at Hill who meet the criteria for non English Speaking background

funding by the MOE. Of these 35, 16 were born overseas and 19 were qualifying

NZ born students.

South African: 4 Kiribati: 1 Fijian Indian: 3 Indian: 14

Tongan: 15 Japanese: 1 Chinese: 1 Filipino:3

Russian: 1


The first languages spoken by these children are Afrikaans, Russian, Hindi,

Punjabi, Bengali, Gujarati, Tagalog, Tongan, Samoan and Cantonese

We do have considerably more children from some of these backgrounds, but they

do not meet the criteria for any additional funding. (See also ESOL item in Nag 4)

Past and Present Linked Visits:

Glenbrook, Howick Historical Museum and Motat.

As part of their immersion experiences for the Past and Present learning inquiry

concept, Junior classes visited the Glenbrook Railway and museum Year 3-4

classes have travelled to the Howick Historical Village and Seniors to Motat. For

some children these are experiences they are unlikely to experience within their

own families and all add value to the Concept inquiry and its curriculum links.

Curriculum Concept Map: Past and Present

Over Term 1, there was planning to refine and complete a Curriculum Map for this

term’s concept of “Past and Present”. Some of the key ideas of enduring

understandings and inquiry questions were included in a Newsletter for the school

community.

Classroom Highlights: This month’s written reports come from Helen Zhou who

teaches Room 9, and Matt Craig who has a Year 4 class in Room 25.

Room 9 Classroom Highlights – Term Two 2015

Room 9 is a wonderful Year 1 class of 19 children. In Term One, we have been busy

working on our Concept of Community, with a focus on building up a learner-focused

relationship in our learning zone.

Our classroom is a learning zone and we call it Our Learning Beehive since we call

ourselves learner bees. Our learning logo is “We Are Buzzing to Learn!” Every morning,

we call out our learning logo to remind ourselves that only learning behaviours will be

accepted in our learning zone, and only learning sounds are expected to be heard in our

learning beehive. Every day, we are busy collecting nectar and pollen (i.e. things that we

are learning), and we work hard to turn it into honey (i.e. skills and knowledge that are

learnt) and store it in our beehive (i.e. our brain). Our queen bee (i.e. our teacher), Mrs.

Zhou, is very proud of us since we are hard-working learner bees, and we have made lots

of honey in our beehive over Term One!


Now, when we learn something new, we always start off by sharing our learning intention

(the learning torch that guides our way through the dark tunnel) and discussing why we

need to learn about this (the big why). Then we will co-construct success criteria (the key

to success) together, and then follow the success criteria to achieve the learning intention.

Since the start of Term 2, our routines and programmes have been running smoothly and

we have had a very busy start to Term 2 as we are immersing ourselves in our Concept of

Past and Present.

To help us understand the concept of Past and Present, our teacher started off by showing

us an olden day candle and a modern lamp on our first day back to school, which aroused

our great curiosity of what the olden day life was like. The next day, our teacher showed

us some videos which explains how a steam train works. With this prior knowledge in our

head, we went on a super cool trip to the Glenbrook Steam Train. We could see lots of

olden day items at the train station and on the steam train, and we had an amazing ride on

the steam train. A train staff member showed us how to burn the coal to make a fire which

boils up the water to make steam. It was like an incredible trip back to the past!


In the next following weeks, our teacher showed us some olden day pictures, and helped

us understand more about the olden day life through reading a few books, such as “When

Grandpa Was Young”, “When Grandma Was Young”, “What Was Life Like Before

Television?”,“What Was Life Like Before Cars?”. We asked lots of questions to compare

the olden day life and our life. Then our teacher encouraged us to go home and ask our

grandparents what was life like in their childhood. We have also been practising our

stitchery skills by stitching the initials of our name onto a piece of coloured hessian using

plastic needles and wool.

There are still lots of exciting and interesting things to do later in this term. We will be

reading more books and stories about what things were like in the past and looking at lots

of old technological items and old pictures which show us what life was like in the olden

days; we will be making our own butter by putting cream and marbles in the same jar and

shaking it really hard; we will be listening to different styles of music and learning to

identify the contexts such as music in birthday parties, wedding music, circus music,

marching music and music in World War II.

Apart from learning about our concept of Past and Present, Room 9 has also made great

progress in Reading, Story Writing, Handwriting and Maths. We take real pride in writing

and enjoy sharing our own stories with our peers and families! We love learning Te Reo


Maori, and we also love sketching, drawing and painting.We are proud of our artworks.

The learning fun never stops at Hill School!

Classroom Highlights Room 25 Term 2, 2015

Room 25 is a Y4 class of 27 students, comprising 10 girls and 17 boys from a wide

range of backgrounds. The students have enjoyed improving and extending their

knowledge and understanding in all the curriculum areas so far this year.

Room 25 is known as the ‘Lightning Learners Zone,’ with children encouraged to

maximise their learning time in class. Students this year have been further

developing their learning skills, by making sure they are clear about what is to be

learnt and why (learning intention), as well as being able to identify and work

towards their ‘success criteria’ (what they need to be successful). The students are

developing their self-assessment skills, reflecting on their learning in greater depth,

and making necessary improvements. They are becoming better at talking about

these aspects of their learning, both with their peers and teacher.


Learning in Room 25 is focused on group based teaching in the key curriculum

areas of Numeracy and Literacy, where individual needs can be met. Children of

similar ability levels work with the teacher and each other, to improve their

knowledge and understanding. Questioning, discussion and practical activities using

a range of different materials and resources, form the basis of these daily group

work sessions. Related learning activities require the children to develop their

independent work and study skills when away from the teacher.

A term 1 highlight for the class was our trip to Clarks Beach, in support of our

Concept study, ‘Community’. The children had the opportunity to explore the

diversity within a beach ‘community’. They enjoyed observing, describing and

sharing their experiences, both during and after exploring the rock pools at the

beach.

The term 2 focus has been on the ‘Past and Present’. The

100th anniversary of Anzac Day was a great way to

introduce the topic at the start of the term. The children

were able to inquire into the importance of the occasion,

and enjoyed learning about the many related historical

events connected with Anzac Day. A trip to the local War

Memorial, as well as a special Anzac service at school,

helped to consolidate their understanding of the

importance of the occasion. The children will also be

visiting the Howick Historical Village this term. This will


provide students with the opportunity to see first-hand how life was lived in the

past, and will be a valuable experience to compliment the learning done in the

classroom.

Room 25 students have been making great progress with their learning this year,

and I am looking forward to building on their successes as the year progresses.

Matt Craig (R.25 Class Teacher)

NAG 3: PERSONNEL

Staff PD Schedule Term 2: A copy of the Staff and Team professional learning

schedule for this term is included in the appendices for your interest. A key focus

continues to be on the Assessment for Learning (Afol) contract we have with

Evaluation Associates through facilitator Barbara Anne.

Novopay: Although day to day operations have improved in the last 6 months,

there are a number of underlying concerns regarding Novopay systems, especially

in regard to critical errors and “missing” data around staff leave entitlements, sick

leave balances, and superannuation payments. An example of the confusion around

superannuation is that last year, those paying into the Government Superannuation

Scheme did not receive the annual update statement outlining their future predicted

payments as the administrator could not rely on the data that Novopay is required to

provide.

Teacher Registration: There is a requirement for Boards to ensure that only

registered teachers are employed. This does not apply to Charter Schools

Part of the Personnel Database I keep has each teacher’s registration details, expiry

date, Teachers’ Council registration number etc.

NZTC send reminder letters/forms to staff and I also notify staff and periodically

check against the NZTC website database. The Relievers list that we use also has

details on TC registration and is monitored to ensure that relievers have current

registration.

Staff are expected to pay their own registration fees and renewal is every 3 years.

There are substantial changes taking place with this organisation, including the

name change to Educanz, that give the Minister of Education much more control


and influence, while teachers are expected to face significant increases in their

registration costs. Educanz will also have a new role to monitor school’s appraisal

processes and it seems this will be done through an annual audit of 10% of teachers

with ERO being tasked to actually carry this out as part of their school reviews.

ICT Systems PD: The significant systems changes over the last few months has

also seen related PD Training from several providers. In addition, the support of our

own staff helping colleagues is strong and the after school sessions initiated by Rick

de Kock are also very useful.

ESOL Cluster Group: Our SENCO Anne Boulton initiated an ESOL cluster group

with MOE support and some funding for Pukekohe schools, and this group is

continuing in 2015.

This is a useful initiative for special needs coordinators to share organisation and

common interests.

Hill School is highly regarded by MOE special education managers and personnel

for its organisation, systems, and inclusive approach towards families and students.

NAG 4: FINANCE AND PROPERTY

Operational Funding: We have been advised of an updated Operational Grant

allocation, which follows the March 1 Roll Returns. This adjustment includes a

small increase based on our decile moving from 6 to 5 and a small decrease based

on a roll audit, with the overall difference being a small increase of $3290

As our funding is roll based at 685, some of our Operational Funding may be “taken

back” in the last quarterly Op Grant instalment.

ESOL Resourcing Funding: Funding of English for Speakers of Other Languages

(ESOL) has now been received for our Term 1 and 2 NESB – Non English

Speaking Background, students.

A total of $14275 was received for 43 eligible students (compared to $9968/35 in

2014, $7209/27 in 2013, $8188/28 in 2012 and $12 000/37 students in 2010)

We were funded for 14 students from a migrant background, and 29 students who

were NZ born, and we had no eligible refugee students.

Funding is not available for Year 0 and 1 children, and is only available to students

for their first 4 years of schooling in NZ.

Funding for overseas born students equates to $346 and NZ born to $325, and

average of $331 over two term or approximately $1660 per student per week while

school is open. The funding received is nearly all used to provide Teacher Aide

support.


Invitation re major Projects: As agreed at the last Board meeting, I have invited

staff to suggest project ideas that the Board could consider using uncommitted

funding. A wide range of ideas – some relatively small and others of significant

expenditure – were suggested.

I have then arranged these into 3 sections of estimated value; Up to $5000, $15000

and over $15000. A copy of the current shared document is included in the

appendices.

I recommend discussion on how these project ideas could be prioritised, with the

suggestion that a small group of Trustees/Staff lead this stage and report back to the

Board.

My suggestion would also be that although only one major project is probably

financially sustainable, there is an opportunity to consider several other

small/medium projects that could be achieved.

New

Playground

Opened: The

new senior

playground

was opened at

the end of

March and is

being well

used, both in school time and at weekends by

the community. In addition, the new seating along the new section of the

playground and the older section that was incorporated into wall repairs is also

proving popular with parents and students and the design also retains the

cushionfall material much better than our previous retaining wall. Some additional

cost is likely to provide safety matting under the Lunar Climb and Spinner – which

is so popular we have student “security guards” to supervise its use. This will be an

item for review by the Health and Safety Committee. Thanks to Nigel De Maine

who gave the blessing at our opening ceremony which also saw a positive article in

the County News, and attendance by sponsors Fuji Xerox.

More recently, the playground has also been the venue for a film segment of The

Moe Show – a TV4 children’s programme. Seven of our students were involved

and we look forward to seeing the show later this term.

Following Board email approval, Neale Dearlove repaired part of the existing old

playground walls and included additional seating along the field side wall that looks

both attractive and functional.

Property Modification Project: This project is MOE funded and organised with

work designed to improve accessibility for a particular Hill student with physical

disabilities as well as benefitting other students and community members. The

MOE has appointed David Bowes to manage the project. Another slow moving


process that is likely to have some influence on our 5YA work, with David under

similar constraints as the 5YA process. (See item below)

Property Five Year Agreement Consultant Appointment: This lengthy process

is adding to a sense of frustration we have following the 12 months it took for the

MOE to approve the 5YA and now the direction given on how the Board should

appoint a consultant to actually implement the plan on our behalf. We had indicated

our preference for a sole procurement arrangement but this has had to extend to at

least obtaining 3 quotations. Greg has emailed all Board members about this

process and may be able to give an update at our meeting,

Leaky Buildings: Remedial work on Rooms 20-24 is now almost complete. The

first stage of repairing Rooms 20-22 finished ahead of schedule, but the work on

Rooms 23-24 has taken longer than expected as additional timber repairs were

found necessary. This stage has included roof removal and replacement with new

roofing. The cost of the wrap around scaffolding and wrap has had a significant

cost and will also delay completion by about a week. Completion is planned for 12

June, but if delayed. we can manage this with the 2 classes moving back over the

last day or so of term (2-3 July) ready for Term 3 occupancy.

NAG 5: HEALTH AND SAFETY

Electrical Testing: Our policy allows for electrical testing of the whole school on a

3 yearly basis – electrical leads, audio visual, computer, cleaning and caretaking

equipment etc. This will next be in 2016.

We also have an annual “heavy duty” cleaners and caretakers’s equipment test

schedule as these items are subject to far more twisting and flexing etc. This testing

has been booked in for later this term.

First Aid Certificates: This month, a number of teaching and support staff have

been on the 1 day St John Workplace refresher first aid course which has to be

renewed every 2 years. Currently we have 11 staff who have this qualification.

Earthquake Drill: The next emergency evacuation/drill is planned for 29 May and

will take the form of an earthquake scenario followed by a general evacuation.

Seasons Programme: We have now hosted this programme on grief, separation

and loss for several years and have had positive feedback. Currently the Seasons

“Companions” are working with a group of senior students.

Chaplain and Counselling Service: Our Chaplain Tarni Witter meets with

students weekly and is proactive in communicating with class teachers and senior

managers as part of supporting and encouraging these children.

An initiative starting this month is a partnership with MIT’s Bachelor of Applied

Social Science Counselling programme. We have welcomed counselling student


Yvonne Wong See who will be supporting and working with students as part of her

degree practicum requirements.

Pipps Analysis: Each term, I prepare a simple analysis of entries into the

Consequences Books used by duty teachers as part of Pupils in Positive

Playgrounds. Children entered in the Consequence Book then have to see Mr Rix,

normally for three lunchtimes in the following week. On these days, children copy

a letter which details the reason for their entry and this is posted with a covering

letter to parents. On subsequent days, children usually copy out the Pipps rules,

discuss what they did and what they could have done to avoid entry, as well as

undertake community service around the school.

Overall, the Pipps programme, complemented by the emphasis on our school

virtues, is an effective strategy in promoting the school as a safe place for students

and staff. The most positive feature from Term 1 was that 16 classes had a 100%

Consequence free record over the whole term compared to just 8 in 2014, as did

over 600 students compared to 577 last year.

At Hill, we can have some confidence that anti social behaviour is not common and

that an impressive proportion of our students do consistently model the virtues of

our school community. However, that is not to say that some bullying behaviour

does not occur, or that we are aware of every situation. From time to time we also

become concerned at what appears to be bullying and conflict between siblings and

their parents within the homes of some students. In general, we would see bullying

as a pattern of ongoing verbal, physical or written harassment which might also lead

to victims being excluded from their peer group.

COMMUNITY PARTNERSHIP

Family Conferences: These were held on 30 April and were well attended with

over 75% of families represented. At these conferences, students are invited to

attend, and increasingly many teachers are looking for ways that children can

participate as part of being self directed learners who are able to talk about their

learning, goal setting, and personal achievement.

For the second year, families were able to book on line. The uptake of this was not

as high as we had hoped, and we will consider ways to promote this again next

year. The commitment of staff in preparing for conferences is appreciated as is the

organisational work of Niru Hari in the office and our conference night chef

Malcolm Laurence.

PTA Report: The PTA continues a range of fundraising activities to support out

students, programmes and resources. For example, this year the PTA has donated

$6000 for Chrome books and continues to subsidise the cost of EOTC activities,

mainly through part payment of bus travel.

Whanau Hui: The last Whanau Hui was held on 12 May. This had a focus on

supporting whanau with mathematics and was led by Anne Boulton our community


liaison person at school. It was pleasing to see 7 staff support this opportunity but

only 2 families attend. A copy of the panui prepared by Anne is included in the

appendices

Te Huarahi Targets: Our Strategic Plan includes reference to the targets of Te

Huarahi Strategic Plan. The 5 main target areas and related goals to be achieved by

2015 are noted below.

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

education prior to coming to school.

2. Whanau Education – The Te Huarahi group will offer 8 educational

opportunities to the whanau in our area.

3. Celebrating Success – All schools participate in a celebration of culture in

our area. Te Huarahi contribute 8 stories of success per year to media and

marae.

4. Building Authentic Relationships – Schools will make face to face contact

with every Maori family on their roll. All schools will be offered the

opportunity to participate in a Te Tiriti workshop. All schools will offer to

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

5. Raising Achievement – 100% of Maori children will achieve age appropriate

benchmarks and/or personal potential. Other measurable data for Maori

students are comparative to non-Maori e.g. attendance, retention and

discipline etc.

Our half way goals for the Te Huarahi Pathway were set for January 2013. As a

school we had met and in most cases exceeded these goals, but are aware that some

of the goals outlined above for this year – especially 1 and 5, will be most

challenging and the raising achievement goal is significantly higher than that set by

the MOE.

ECE Goals: The goal noted above is for 100% attendance at some form of ECE.

I have been surveying our Te Huarahi schools and overall the results are most

encouraging, although these statistics do not indicate quality or the actual readiness

of individual tamariki for learning at school, or the quality of parental support

received by children.

The data for Hill School is:

Year Number of Maori NE’s enrolled Percentage of NE’s had ECE

2010 20 65%

2011 15 53%

2012 25 88%

2014 32 97%

I have included a report in the appendices that I have prepared for Te Huarahi

around the data I’ve obtained from schools in relation to this goal.

Te Huarahi Hui: The most recent general hui for Te Huarahi was held at Puni

School on 13 May from 3.30pm. Hill School were represented by Anne Boulton,

the Principal and Hill parent and Te Huarahi Trust member Val Mave.


Several invitations to the community were in recent newsletters and in a separate

panui for Maori whanau. This hui included an overview of a Tainui Education plan

that has just been developed. Several pages have been included from the plan in the

appendices as have the minutes of the hui itself.

Community Use of School Facilities: It is good that as a community school we are

also able to welcome and host a range of community groups. This year the school

has made its grounds and buildings available for groups as diverse as:

Kids after School (KAS), French language lessons, guitar, keyboard and drum

tutors, Indian cultural/religious group, Seasons programme, boot camp group,

Pukekohe Metro cricket club, Pukekohe Hill netball club. We also make rooms

available for CYFS staff and legal advocates appointed by the courts to interview

children, and MOE Special Ed staff also work in school with students.

In addition, many families use the grounds as part of their family recreation.

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