School News, NZ - Term 4, 2021

The essential industry guide

Issue 55 | Term 4, 2021 | NZD $12 incl GST | schoolnews.co.nz

PROFILE

Onepoto Primary School reveals $19.5m revamp Essential Reading for Principals • Department Heads • Teachers • Professionals

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School News is distributed to primary, secondary and intermediate schools throughout New Zealand by Multimedia Publishing Limited.

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Inside our term four issue Front Desk Editor's Note: Back in the classroom? Get learning outside..................... 05

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PO Box 5104, Papanui, Christchurch, 8542, NZ Phone: (03) 365 5575 Fax: (03) 365 1655 mail@schoolnews.co.nz www.schoolnews.co.nz ISSN: 2624-2389 (Print) ISSN: 2624-2397 (Digital)

EDITOR Rosie Clarke, editor@schoolnews.co.nz INDUSTRY REPORTERS Heather Barker Vermeer

Education Special Report: Schools have vital role to play in detecting child abuse.................................................................... 07 Principal Speaks: ‘Little Boxes and they all

07

look just the same’................................................................................ 10 How is our literacy looking?............................................................ 12 Tools for Literacy: Inclusion and the role of technology............................................................................................ 15

Profile Onepoto Primary School reveals $19.5m revamp............. 16

Administration Tech storage for the 2020s.............................................................. 20

10

Making schools finances more efficient................................. 23

Teacher's Desk Professional Learning and Development for Educators in 2022.......................................................................... 28 Equipping Kiwi kids to be digital citizens.............................. 35

Teaching Resources

16

DESIGN & PRODUCTION Richard McGill, production@schoolnews.co.nz

School News Classroom Resources Directory.................. 36

Sport & Recreation Know the score & more..................................................................... 37 Hotfooting it: Gym floors to conquer heavy foot traffic..................................................................................... 40

ADVERTISING Dee Dawson, advertising@schoolnews.co.nz

Health & Safety

CONTRIBUTORS Pat Newman and Ros Lugg

Security! Keeping your school safe........................................... 42

KEY Commercially funded supplier profile or supplier case study Supplier information or content Suppliers share their views in one-off, topical pieces General editorial. Case studies and features may cite or quote suppliers, please be aware that we have a strict ‘no commercial content’ guideline for all magazine editorial, so this is not part of any commercially funded advertorial but may be included as relevant opinion. Happy reading!

04

Playing it safe: School first aid essentials.............................. 46

46 FRONT DESK

Property Throwing shade in a good way..................................................... 48

Cover Image Edward Anderson – Dream Centre Term 4, 2021 | schoolnews.co.nz

EDITOR'S NOTE

Back in the classroom?

Get learning outside Kia ora!

writes passionately about the pressures of decision-making around student exclusions, and condemns some of the unfair criticisms waged against school principals.

In this issue of School News, Heather Barker Vermeer has written an in-depth special report (page 06), on how schools can best equip staff to recognise the signs if they suspect a child is being abused or neglected.

It’s a sad but vital topic that we hope our School News readers will find helpful, particularly as students return to the classroom after lengthy lockdown periods at home.

He writes: “If governments want a system fit for all children, then it’s over to governments to fund and ensure what is required happens, rather than standing back and leaving schools to deal with every problem and then leaving them out in the cold to wear the blame!”

Rosie Clarke,

Editor, SchoolNews editor@schoolnews.co.nz

Heather writes that currently, the Ministry of Education ‘can help schools and early learning services to prepare for, manage and respond to traumatic events, including suspected abuse’, and advises that schools design and follow their own child protection policy.

Our Principal Speaks columnist this issue (page 10), is Pat

Newman. Pat has been the principal of Hora Hora School in Whangārei since 1999 and worked in the teaching profession for over 45 years. He is also the president of Te Tai Tokerau Principals’ Association and represents primary schools as a member of the Teaching Council of New Zealand. He

update on literacy tools and learning trends (page 12) and the role of technology when prioritising inclusion on the literacy curriculum (page 15); to exploring why innovative storage options are the talk of the town on page 20, and you can read all about how to make school finances more efficient on page 23.

We also profile the incredible $19.5m revamp of Onepoto Primary School, which garnered attention this year after Prime Minister Jacinda Ardern attended the ribbon-cutting ceremony!

Flick to page 30 for everything you need to know about PLD opportunities in 2022 and discover scoreboards galore on page 37 (what are the ultimate sporting specs?). Our annual EOTC supplement has some fantastic excursion ideas for your your school as well—we know you will be clamoring to get outside post-lockdown.

Elsewhere this issue, we cover a range of practical topics with our solution-focussed feature articles. Beginning with an

What does your school have in the works for 2022? Write in and let us know so we can feature your school!

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FRONT DESK

05

SPECIAL REPORT

Schools have vital role

to play in detecting child abuse

©arrowsmith2 - stock.adobe.com

By Heather Barker Vermeer Industry Reporter

How can schools best equip staff to recognise the signs if they suspect a child is being abused or neglected?

Briar O’Connor

06

University of Auckland PhD candidate Briar O’Connor’s recently completed thesis focuses on how a child protection policy can go from being a ‘tick-box exercise’, to a normalised part of everyday routine for all school staff.

From her research within the Faculty of Education and Social Work, which included a specific school as a case study, O’Connor has found that while all the required legal steps had been followed, induction – ‘here is the policy and this is why it matters’ – was only the beginning.

“Dealing with this very complex and difficult area is hard,” she says. “Knowing what to be looking out for, how to read between the lines of what you observe, or what a child might be trying to tell you and what you should do about it, takes knowledge and practice. It’s not enough to know a policy exists.”

What can overworked teachers and other school staff do if they see or hear something concerning?

“They should know if a child discloses something it takes a lot of courage; children love their parents and want to believe they’re good people. They need to reassure the child that they’ve been heard and believed, tell them the information can’t be kept a secret, resist asking further probing questions, and document what was said.”

O’Connor found her case study school was doing some things very well.

“At every meeting, for example, they had a ‘children causing concern’ item on the agenda, which made it a normal part of being an adult in that school to not only notice but mention anything that might be worrying,” she says.

EDUCATION

Using Normalisation Process Theory (NPT) – which looks at the implementation, imbedding and integration of new ways of doing things into an organisation – to frame her study, she examined the requirements of the Children’s Act 2014.

O’Connor’s hope was that things like recognising and responding to abuse, along with regular police vetting for anyone who works with children for example, would have become so embedded in schools that they’ve almost disappeared into normal school life.

However, this wasn’t really the case.

“To implement a child protection policy in a school takes a specific focus by the board of trustees, who must write it with expert guidance, put it in a visible place on their website, introduce it to all new staff at induction, and revise it every three years.

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Knowing what to be looking out for, how to read between the lines of what you observe, or what a child might be trying to tell you and what you should do about it, takes knowledge and practice.

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And all adults on school grounds, including visitors, should know who holds the key responsibility for child protection,” she says.

“Busy teachers and wider school staff, including teacher aides, office and grounds staff, many of whom may be better placed to notice signs of abuse or neglect, can’t be expected to respond to a child carefully without training, for which there is seldom any time or money.”

There are no regulated, widespread processes for training all school staff in child protection policy requirements, even though in its 2012 White Paper, the Key government said they were essential, and would be developed.

“Each school is left to create or source their own,” says O’Connor, “and is responsible for developing their own training and revising beyond the point of tick-box compliance. I believe this is grossly unreasonable and doesn’t serve our tamariki in a country where we have some of the worst domestic violence statistics in the OECD.” Currently, the Ministry of Education says it ‘can help schools and early learning services to prepare for, manage and respond to traumatic events, including suspected abuse’.

Advising schools follow their own child protection policy and always ring the police or

08

Oranga Tamariki if they feel a child is in immediate danger The Ministry’s Traumatic Incident teams are based in all learning support offices around the country. They exist to help schools develop appropriate processes for dealing with an incident to ensure the safety and well-being of its children and staff. It can help schools understand the emotional and psychological impacts of a traumatic incident, advise on how to communicate about the incident appropriately with your children/young people, staff, parents, and the community, if needed, and link schools with other appropriate services.

But how can schools be sure about what information to share with who and when? Revised voluntary information sharing provisions (new provisions) in the Oranga Tamariki Act 1989 came into force on 1 July 2019. And in September this year, Oranga Tamariki published a series of reports to explore the levels of use and understanding of these voluntary information sharing provisions among the child protection and welfare sector.

“These new voluntary information sharing provisions were designed to enable safe and appropriate information sharing to ensure everyone working with tamariki can collaborate in the best interests of the child.¹ The new provisions give the

child welfare and protection agencies the ability to request, collect, use and share personal information for purposes related to the wellbeing and safety of tamariki. This has broadened the information sharing provisions of the Act, enabling the child welfare and protection sector (the sector) to act together and ensure the safety and wellbeing of tamariki.,” says the report. ²

recorded violent offences against children aged under 15 years, for the year ended 30 June 2020, as follows: •

887 cases of common assault

•

3,077 cases of serious assault without injury

•

1,846 cases of serious assault resulting in injury

This evaluation explored the first two years since the roll out of these provisions. It found, “There is still a group in the sector who are unaware of the provisions and others who are aware but are not yet confident using them.

This group expressed wanting more information about how to use the new provisions.

•

1,488 cases of aggravated sexual assault

“Continued support, and education, is required to embed the new provisions into practice for the whole sector,” it concludes.

On releasing her PhD in late September, O’Connor adds, “We all have a responsibility to do something about our appalling child abuse statistics and while something I often hear from teachers and others is, ‘but what if I’m wrong?’, my answer is, “but what if you’re right?”

Aotearoa’s statistics relating to child abuse are horrifying.

In March this year, the UNICEF Innocenti Report released findings that showed a child dies every five weeks in NZ as a result of family violence.

It also showed Aotearoa New Zealand currently ranks 35th out of 41 developed countries for child wellbeing outcomes.

Salvation Army State of The Nation findings released in February this year showed

EDUCATION

And for the year ended December 2020, Oranga Tamariki Care and Protection statistics showed 78,900 Reports of Concern were made, 41,300 assessments or investigations were carried out, with 8,200 Family Group Conferences held.

References ¹ Information Sharing. Oranga Tamariki website: www. orangatamariki.govt.nz/workingwithchildren/information-sharing/ ² Evaluating the voluntary information sharing provisions of the Oranga Tamariki Act 1989: Final report. Wellington, New Zealand: Oranga Tamariki—Ministry for Children. Masari, E., Adams, J., Appleton-Dyer, Dr S. (2021).

Term 4, 2021 | schoolnews.co.nz

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By Heather Barker Vermeer Industry Reporter

•

Pat Newman has been the principal of Hora Hora School in Whangārei since 1999, and received the Honorary Fellow Union Activism award at the annual NZEI conference in 2019.

Pat has worked in the teaching profession for over 45 years.

Newman is the president of Te Tai Tokerau Principals’ Association and represents primary school principals as a member of the Teaching Council of New Zealand. He shares his personal views with us this issue…

As a principal of 41 years, I am fed up with the media-driven harping, poor ‘woe is me’ stories, around the exclusion of children from schools, and blaming schools for this happening.

In my view, the NZEI report on primary staffing² highlighted a lot of the solutions to these problems. If governments want a system fit for all children, then it’s over to governments to fund and ensure what is required happens, rather than standing back and leaving schools to deal with every problem and then leaving them out in the cold to wear the blame!

Hora Hora Primary School principal Pat Newman receives the Honorary Fellow Union Activism award at the NZEI conference in Rotorua. Photo: NZEI Te Riu Roa

The media report¹ published in June on the 100 children who in media hype had been kicked out of school, is a case in point.

It failed to ask some basic but very important questions: 1.

Let’s get a few things straight.

Schools do not exclude children just because they feel like it! Schools work themselves silly trying to help these children and their whanau, often with little support from them, or the Ministries, such as Health and Education.

10

Support advice and guidance for schools from specialists is almost nonexistent for most schools!

2.

3.

What was the behaviour and its causes that made other children unsafe if the children excluded stayed in the school?

What help has the Ministry offered those schools other than 1 hour a day Teacher Aide time when children are at school for six hours a day?

therapies for those children we are talking about?

4.

Have whanau made any changes to their lifestyles and accepted help offered to them?

Schools are caught in the bind: •

All parents expect their children to be safe at school.

•

Health and safety requires staff to be safe at work.

•

Some of the laws and regulations, such as restraint, still presume teachers/schools are guilty from the start!

Where are all the alternative EDUCATION

Let’s be realistic!

Principals don’t wake up in the morning and think, ‘Oh goodness me, who can I kick out today?’.

Most of the children who are getting close to this area of being at risk of exclusion have some common denominators; most need counselling and mental health support, many have families that are dysfunctional, but not always. Most of these things require huge multi discipline and multisector support and input. It’ not just the school but schools wear the blame!”

In Te Tai Tokerau, the government has responded at last to some of these needs. We are the only region in the country to have Term 4, 2021 | schoolnews.co.nz

©Cris Kelly - stock.adobe.com

PRINCIPAL SPEAKS

‘Little Boxes… and they all look just the same’

resourcing is abysmal. Twentyseven teenagers on the waiting list.

Twenty-seven heading down the paths we don’t want them to go down. Is it cheaper to fund a prison than effective interventions?

I am fed up with the media-driven harping, poor ‘woe is me’ stories, around the exclusion of children

both the Mana Ake Mental Health Programme and the Child Counselling in Schools programme - the first application of the Equity Index for such resourcing. The index indicated that we needed a third of the national resources up here in Te Tai Tokerau. They are both based around team approaches and help the children in their own schools.

The counselling programme contracts have gone out and 35 counsellors will be available for the schools. The Mana Ake programme will also help schools deliver mental health-based programmes.

It’s about early intervention and taking a preventative approach.

We in Te Tai Tokerau have been screaming out for this for years

and welcome the support, but we know, most schools throughout NZ are not getting this level of support. It is also a pity that we are hampered implementing this support by those in tall buildings in Wellington making the rules that don’t necessarily fit local needs. The resourcing should have been provided, but local design and implementation should have had precedence.

Another area of support for schools, are Alternative Education Programmes. Some are superb. The Kamo based one is following sound pedagogical and relationship principles. It is awesome. It works, because they have the freedom to fit around the individual’s needs - but their

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I don’t know about other principals, but this last lockdown has been much harder than the other times, and I’m not in Auckland!

There was more uncertainty and there have been a lot more social issues as a result of this lockdown, compounded by rentals rates skyrocketing about this time. It’s tough out there. We, like many schools in NZ, are providing grocery vouchers for our whanau.

My own school has just purchased a beast to be turned into mince to give out with the grocery vouchers.

After 41+ years as principal, where has our system got us?

The effects of National Standards.

The lack of Curriculum Advisers.

The loss of experience in our profession. The seeming acceptance by many principals of the omnipotence of Ministry, or ERO or… means often they just accept, just follow. I can’t help

comparing some schools to Pete Seeger’s song, Little Boxes - ‘Little boxes on the hillside”. Where have all the characters gone?

Are our schools now just “Little Boxes”? Sometimes it feels it’s more important to be safe in our decision making by following, rather than being the leader of a self-managing school. Where the sole criteria for decision making should be - is it in the interests of our children? Not, will somebody like or dislike this decision!

I think we need to work towards a place where the system is only there to help, not to be the God, and as professionals we continually need to challenge, evaluate and change the system, and those running it, to ensure it helps, not hinders!

References ¹ Ministry seeking schools for over 100 excluded children, June 2021, www. rnz.co.nz/news/national/444399/ ministry-seeking-schools-for-morethan-100-excluded-children ² Pūaotanga: An independent review into primary school staffing, commissioned by NZEI Te Riu Roa, published June 10, 2021, www.puaotanga.org.nz

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EDUCATION

11

How is our literacy looking?

By Heather Barker Vermeer Industry Reporter

throughout life (vocabulary and background knowledge)’.

Literacy is more than reading and writing, it is “the ability to read, write, speak, listen, view, and present in a way that lets us communicate effectively and make sense of the world,” according to ‘How our education system is performing for literacy: Progress and achievement of New Zealand learners in English medium settings’.

According to data collected by the National Monitoring Study of Student Achievement (NMSSA), ‘a large proportion of learners (approximately 40 percent) failed to meet curriculum expectations for reading at both Year 4 and Year 8 and nearly two-thirds did not meet expectations in writing at Year 8’.

Released in June this year, the paper compiled by Robyn Caygill with Becky Zhao, Helen Hunter, and Sandra Park, provides an insight into where Kiwi kids are at in regards to literacy. It found, ‘a wide variation in both achievement and progress

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©vegefox.com - stock.adobe.com

within year levels, across subpopulations, and across aspects of literacy’. It is a variation in achievement which is ‘broader than many other comparable countries.’. It also affirms, “We have also seen some significant decreases in average achievement over recent years.”

These points carry across pre-

school, primary and secondary school data. The research group explains the fundamentals of literacy as constrained skills and unconstrained skills.

Constrained skills ‘are readily teachable because they are finite (letters of the alphabet or phonemic awareness), while and unconstrained skills ‘will continue to grow

EDUCATION

It is during these primary school years that children are transitioning from simply learning to read and write, to needing to use these and listening and speaking skills, across the whole curriculum.

“At this point they should be mostly growing their unconstrained literacy skills,” says the report. It outlines the two types of reading and writing skills required at this: generic literacy skills and content (subject) specific literacy skills.

Term 4, 2021 | schoolnews.co.nz

“Generic skills include strategies for comprehending and understanding features of text structure (oral and written). Critical literacy and collaborative reasoning become important generic skills.”

Investigating trending tools for literacy education, we sought key industry perspectives

learning scenarios also give teachers immense flexibility in allowing students to access the content in their own time and at their own pace."

“Good digital tools will also include reporting and assessment data so teachers can track student progress in real time. They also provide instant feedback, reinforcement and encouragement to the student.”

NMSSA found that most New Zealand teachers had recently undertaken some form of literacy PLD, but only eight percent of teachers at Year 4, and 12 percent of teachers at Year 8, had specialist qualifications in writing.

As learners move into secondary school, "they will still be developing their generic literacy skills (critical literacy and collaborative reasoning) and subject-specific literacy skills and vocabulary", says the report.

It states, “Across the education sector, there are many areas where teaching and instruction of literacy skills in New Zealand classrooms are different from common international practices."

Adding that currently, "many of our learners and young people lack a literacy-rich environment at home and not everyone is given sufficient opportunities at school".

Hannah Creelman

Hannah Creelman, Primary School Teacher and Digital Education Specialist at Britannica Digital Learning, emphasised the importance of personalising the learning process: “The best digital tools incorporate synchronous and asynchronous learning.

Using digital multimedia tools like podcasts, animations and live sessions enable a variety of diverse learning styles and provide constant connection between educators and students allowing them to openly discuss, question, clarify and share collaboratively. Online

Madelize Bekker

For Edumaxi literacy specialist, Madelize Bekker, “promoting reference points or frameworks, such as literacy learning progressions, and introducing new approaches, such as structured literacy (as opposed

to a more constructionist/whole language approach), goes a long way to address the issue of national literacy decline”.

“I am of the view that more could be done to support teachers with the practical implementation of these, for example through more accessible funding for professional development, structured programs, and resources to complement these frameworks and approaches – at least when they are newly introduced. I truly believe teachers need a substantial amount of professional development to help them choose resources that will not only promote print literacy but also digital literacy – specifically online reading, writing (typing), speaking (presenting/video conferencing), and listening (developing an understanding of how to use headphones in a way that does not impact on hearing), etc. National Library has an excellent blog on the difference between reading on-screen versus reading inprint and the implications for teaching; for instance, outlining concerns that reading online results in less critical reflection."

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EDUCATION

13

use of virtual and augmented reality experiences, allowing students experiential learning in situations and scenarios they would not normally have access to such as walking on the moon, exploring the ancient ruins in Machu Picchu or participating in a science experiment with low risk danger.”

Images courtesy of Edumaxi

“I think one of the key questions teachers should ask when looking for suitable resources is whether the resources are engaging (not just cognitively, but also as far as emotions, behaviour and agency are concerned) because engagement will increase understanding, critical thinking, creativity, and so on. – all key components of literacy.”

Hannah points out that “schools also tend to overlook the capacity to integrate digital literacy tools outside of the classroom. In doing so

Literaecy mad

students will develop literacy skills that not only benefit them in reading and writing across all subject areas, but that strengthen their speaking abilities as well as self-efficacy enabling them to communicate effectively with confidence.

Tools such as audiobooks enable students to select a genre of their choice and listen to a story being read in multiple languages.

Also, author read-alouds, where authors read a book that is of high interest to the student are engaging and motivating.

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Implementing reading strategies that focus on enhancing reading skills, such as annotating and summarising teach students better thinking routines and support them to better dissect text, ask questions, find evidence and much more.”

Dos, don’ts and how to boost engagement “Digital tools themselves are engaging and exciting for learners, those that provide content across multiple formats such as text and video as well as gamification, definitely boost engagement.

Gamification enables learners to learn, practice and implement their knowledge and skills while participating in a fun and exciting game.

The use of video and animations are also hugely beneficial to student learning because they make content more understandable and skill acquisition more comprehensible for the learner.

Another method to boost engagement is through the

Madelize adds: “More programs and resources are needed to develop concepts about reading online. We read print from top left to bottom right and there are many brilliant programs, resources and tools teaching this.

“However, the skills needed to read print are very different from those needed for reading online, where we scan subheadings, look for formatting, such as bolded text, look for links to click on, and so on.

The literacy skills required are fundamentally different and will have substantial impact on how we communicate effictively in a digital world.

In my view, the best options for boosting engagement include... Ensuring all activities are meaningful for each student (one-size-fits-all does not work); creating a safe learning environment conducive to success because the feeling of competence boost engagement; and, ensuring the level of challenge is just right by striving for a higher level of student-driven engagement and a lower level of teacherdriven engagement.”

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14

Image courtesy of Britannica Digital Learning

EDUCATION

Term 4, 2021 | schoolnews.co.nz

Tools for Literacy:

Inclusion and the role of technology Thankfully, more and more schools are adopting a structured literacy approach – explicitly teaching phonic patterns in a logical, cumulative progression and actively developing the key phonological skills needed for literacy.

However, there are real challenges in achieving a fully inclusive approach.

One of the biggest challenges is the huge range of literacy levels and needs within the average classroom. An informal research study several years ago tested a whole year-group of seven and eight-year-olds and found that the literacy levels ranged from two years behind chronological age to four-and-a-half years above.

In other words, there was a sixand-a-half year spread in literacy levels, even at that age! And, as we know, that problem simply compounds as they grow older.

The biggest difficulty for teachers is catering for the needs of each of those learners within the classroom. This is where I believe we need to change our approach.

Waiting for a student to fail and then trying to ‘fix’ them is an approach with such negative consequences for both students and their teachers. And research shows that it’s an approach which rarely succeeds fully, leading to a situation where students are ‘trickle-fed’ with remediation throughout their primary years, but rarely fully catch up to where they should be. Instead of allowing this situation to arise, we need to provide every learner with the right amount of support at each stage of their learning journey – and that will look very different for different members of your class!

We also need to enable every learner to progress at their own level and speed, which is something which is incredibly challenging when following a structured literacy approach.

Term 4, 2021 | schoolnews.co.nz

4

High Needs.

3 Mild Difficulties.

Ros Lugg

2

Leading Literacy and Dyslexia Specialist

It was, in fact, challenging enough when we had a ‘here’s your spelling list’ approach. By definition, that class spelling list was way too difficult for some students, but pathetically easy for others. At best, it probably catered ideally for less than a third of your class.

Learners who just need more structure and reinforcement.

1 Learners with no literacy difficulties.

Includes extension learners.

My belief is that enabling every learner to work at their own level is best done by utilizing technology – in fact, there’s a pretty strong argument that technology is the only solution.

How else can you teach every learner in the class at their own individual level and ensure that every learner is taught not only to read and spell those words, but also to understand their meaning and use them in context? The right technology, however, enables an inclusive approach – but also a fully scaffolded one.

Revised Response to Intervention Model

By leading literacy & dyslexia specialists

Every learner is following the same progression, but some slower and with more support than others. Your extension learners can fly ahead, but your struggling learners will get the additional reinforcement they need to succeed. Good technology also enables you to work effectively in a literacy workstation environment, where some learners are working independently online, but others can be reading or doing written work, and some are being actively taught. After all, technology should never replace teaching, but good technology can replace a lot of the organisation and reinforcement involved.

EDUCATION

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Onepoto Primary School reveals $19.5m revamp

By Heather Barker Vermeer Industry Reporter

When Daniella LatoaLevi took on her first principalship, she accepted the challenge to rebuild a school, with her eyes wide open.

Rather than focusing on all that was less than satisfactory at Onepoto Primary School, she set a vision for all it could be and hasn’t taken her eyes of that since. In August, the school celebrated its $19.5 million upgrade, with Prime Minister Jacinda Ardern cutting the ribbon at the opening ceremony.

How this happened is a lesson in leading inclusively.

A previous teacher at the school in the early 2000s, Latoa-Levi returned to the school with a passion to improve student learning. “I arrived when the school was in a 1-2 year ERO review. It’s true to say it was a crisis school,” says Latoa-Levi.

“I really felt I could return to Onepoto and really help the school to get back on track.”

After five years as Deputy

Images supplied by Edward Anderson, Dream Centre

Principal, then Acting Principal, at nearby Birkdale North School, she left to take on the challenge.

Onepoto Primary has been the only decile one school on Auckland’s North Shore for many years.

It has struggled to stay afloat over the past few decades, with a roll of 127 in 2000

having dwindled to 78 in 2018, when Latoa-Levi took over.

of accommodating the projected largescale future growth.

Significant development in the Northcote area, with the construction of hundreds of Kiwibuild, private and state homes across several new housing complexes, is set to see student numbers grow rapidly over the coming years.

For the last 18 months of construction, the number of pupils sat at 50. That number increased to 77 in Term 3 this year and looks set to exceed 80 in Term 4, with the multimillion-dollar overhaul capable

Working alongside the design and build team; the Ministry of Education/MOE Auckland Capital Works Team and construction partners Watts & Hughes, and architect Alastair Kay from Ministry of Architecture + Interiors, Latoa-Levi and the school’s board, led by Presiding Member, Alan Curtis, have engineered an enormous project to fine fruition. What was a 1961 traditional brick school has been transformed into a world-class, modern learning environment

Daniella Latoa-Levi with Prime Minister Jacinda Ardern

16

PROFILE

Term 4, 2021 | schoolnews.co.nz

comprising four open plan studios and allowing culture to be beautifully honoured throughout.

“Many areas of the old building needed addressing, especially the drainage as we had experienced major leaks.

Although maintenance had been kept up over the years, it was very old. Because of the huge building development going on in Northcote, it was decided we needed something bigger and something more modern.

“We now have a very big, modern open plan learning environment. It’s more than we could have ever asked for!”

Students have been involved every step of the way. “The highlight for me has been knowing that the whole process was for the kids,” says the principal. “I came into a very broken school, and I thought, ‘these kids deserve the best’.

They had to be involved.

It’s all about them. We have done our schooling, and now we are just here as their teachers, to guide them.”

Children wanted ‘big spaces, outside and inside’, according to their principal. “They wanted bigger classrooms, computers and digital tech, a swimming pool, a new playground and playing courts that were big enough for the school. Previously we only had half courts. We were able to integrate it all into the design.”

As well as being involved in designing how the upgraded school would look, a new school logo also gave students a chance to get creative on paper too.

Staff and students oversaw the creation, and also included the school community’s voice.

From this, they determined the final design. The logo has been incorporated into the new building, being used within the kitchen backsplash fittings, for example, and bought to life the history of the school’s cultural narrative.

Prime Minister Jacinda Ardern joins school leaders at the opening ceremony, with local Northcote MP Shanan Halbert

Mike Barber and Reuben Strange and their team from Watts & Hughes, for whom she credits for making the construction process a safe, enjoyable and memorable experience for our school community. “They’ve been amazing and will be missed!”

Transitioning from the old school building into the new one provided the project’s biggest challenge, says Latoa-Levi, with all students learning together in the school hall, before being relocated into the new studios in a staggered transition, with juniors moving in first then the seniors. “We had a crazy three months,” she says.

The majority of the school’s staff hadn’t worked in an open plan learning environment before. “So the biggest concern for them was the noise,” says Latoa-Levi. “The transition time gave us an opportunity to see what open plan learning looked like. Now, they’re sold on it!”

A kawanga whare took place before any students entered the new buildings, a part of the school upgrade process that was imperative for Latoa-Levi.

“Before anyone could work in the building, there was a blessing to make sure the wairua was positive for our students and staff working here.”

And it is. Latoa-Levi explains how moving into the four new modern

studios has had a dramatic impact on students already.

“The students are very calm,” she says. As well as the vastly improved physical environment the children are now learning in, Latoa-Levi is quick to pay tribute to how her teaching staff have nurtured students through the changes. “I put this down to the teachers having amazing routines for their classes and planning forward so that they could have happy students coming into this new space.”

Latoa-Levi herself grew up on the North Shore, in Browns Bay, and continues to live on the Shore with her own family.

Contemplating studying law before plumping for a four-year degree in education, Latoa-Levi had a particular focus on, and passion for, social anthropology.

In 2017, she completed a postgraduate study on MLEs and digital pedagogy and is thrilled to now be able to put her study into practice when planning the school’s future.

Securing a visit from Prime Minster Jacinda Ardern for the school’s official reopening was unexpected, says Latoa-Levi.

“I assumed we would keep it nice and simple. I wondered if Education Minister Chris Hipkins might come along, as he had announced the funding back in 2018. Some of the staff and students said, ‘Wouldn’t

Students enjoyed seeing the building work progress and were included during the construction phase too, with contractors Watts & Hughes facilitating appropriate access for the students to view the works.

Labour MP Halbert, who attended the August 13 opening with the PM, said, “As our community grows, I’m proud that we are investing in local schools like this at the centre and ensuring that our students have the best facilities to learn in. The students and staff were amazing with the best question of the day for the Prime Minister being, ‘Do you look after Santa?’”

Prime Minister Ardern’s presence at the opening was another of the many positives. “We took her through the new buildings, and she commented on how well we’d done in pulling off what became a large opening event, on top of everything! She was very approachable and relaxed. She was absolutely there for the kids.”

Despite over-achieving in the goal of helping build a new school, in the practical, bricks and mortar sense, Latoa-Levi’s focus has always been on its people. “I have set goals for building our students’ achievement and I have given myself five years to solidly build on that. And I’m building leadership capabilities in our teaching staff, introducing a distributed leadership model earlier this year. We only have three full time teachers and I wanted to give them a leadership role as well as teaching, to create a strong foundation as we grow.”

With the goals Latoa-Levi had in mind for the building development having been far exceeded, it stands to reason that student achievement and staff leadership capabilities will head the same way.

“This whole project has been a huge team effort,” smiles LatoaLevi, who is quick to praise the efforts of Project Managers, Term 4, 2021 | schoolnews.co.nz

it be great if Jacinda came?’ I had been speaking to Shanan Halbert (Northcote MP), who has been very supportive, so I think he must have had a word!”

PROFILE

17

Dyson Technologies

Creating healthier education spaces In a time when people have become increasingly conscious of hygiene and wellbeing as well as the air they breathe, understanding the impact of poor air quality and how we can improve the air we breathe is key, especially for children who are more vulnerable to air pollution.

Cleanliness in schools and shared spaces has never been so high on the agenda and we all want reassurance that these spaces are hygienic.

Dyson has engineered a machine to respond directly to these concerns – promising cleaner, purified air. Engineered to tackle indoor air pollution, the Dyson Purifier Cool automatically senses and captures ultrafine particles and gases for cleaner air and removes 99.95% of particles as small as 0.1 microns.

It has sealed HEPA 13 standard filtration combined with an active carbon filter and has voice control activation to avoid touchpoints and possible contamination.

Why is indoor air quality important?

Every day we breathe in up to 9,000 litres of air. To put this into perspective, we consume more air every day than any other substance, yet we often don’t think about what is in the air we breathe – in fact it can be up to 5 times more polluted than the air outside. Despite this, and people spending up to 90% of their time indoors, there is still a lack of understanding that air pollution can be produced from everyday indoor activities. Many sources of pollutants can be found in classrooms, including formaldehyde off-gassing from desks and flooring to germs, viruses and bacteria that can spread quickly amongst children.

Increasing ventilation by opening windows can cause poor air to come inside by bringing in pollen and allergens from outside, as well as airborne dust particles and smoke.

We often don’t think about what is in the air we breathe – in fact it can be up to 5 times more polluted than the air outside... including young children and one in six New Zealanders who suffer from respiratory health conditions such as asthma, hayfever or bronchitis.”

face velocity, which means they force air through their filters causing potentially harmful ultrafine particles to escape back into the room.

Conventional ventilation, air circulation and air conditioning systems in schools may not have adequate HEPA filtration.

They usually contain a filter element that tends to focus on capturing larger particles like dust or airborne debris with the ultimate goal of protecting the airflow systems within, rather than providing efficient particle removal. Whereas some conventional purifiers can release pollutants back into the room. They have high

How does Dyson technology provide clean air in classrooms?

Dyson has engineered its new purifier to create a cleaner, more comfortable educational environment. The new Dyson Purifier Cool features advanced sensors to automatically detect potentially harmful microscopic particles such as pollutants from the outside, which can penetrate indoors through inadequate ventilation.

Professor of Global Environmental Health, Sotiris Vardoulakis, at the Australian National University (ANU) Research School of Population Health, is a leading expert in air quality and indoor pollution.

Professor Vardoulakis says: “We’re often exposed to many different types of both indoor and outdoor air pollution and the health effects of different pollutants can depend on the individual. Certain groups may be particularly sensitive to the effects of air pollutants,

18

PROFILE

Term 4, 2021 | schoolnews.co.nz

An integrated sensor system constantly analyses the air quality, while our unique algorithm cross-checks data every second. It automatically detects poor air quality and reacts to purify the air displaying live results on the LCD screen.

It features a fully-sealed 360° filtration system. The HEPA13 certified filter and active carbon filter work together to capture not only the larger particles but those as small as 0.1 microns, including gases, allergens, ultrafine dust, bacteria and some viruses to ensure indoor air is safe to breathe.

It also has a unique air projection loop that multiplies airflow. It generates the circulation power to draw even distant pollutants back into the machine, before projecting purified airflow throughout the classroom. With Air Multiplier™ technology and 350° oscillation, the machine can purify a space up to 81m3.

In warmer weather, the purifier can also be used as a fan, projecting over 290 litres a second of cooling and purified air around the classroom. When cooling mode is no longer required, the backward airflow mode allows you to purify the room without feeling the airflow, diverting it through the back of the machine.

Designed to purify intelligently, Term 4, 2021 | schoolnews.co.nz

the Dyson Link app lets you see which particles have been captured, set schedules and more. You can also control the device hands-free, using compatible voice services.

Are Dyson purifiers designed to be safe for children?

Dyson purifiers have been engineered without fast spinning external blades or awkward grilles making it safe and easy to use and to clean.

The machine is also equipped with an automatic standby function so if it’s tilted over, it will automatically stop. Acoustically engineered to reduce turbulence, the new Dyson Purifier Cool is 20% quieter than the previous model. Perfect for a peaceful study environment.

only once a year based on 12 hours usage a day every day.

Can multiple users control the same Dyson purifier?

One Dyson Link app account can be used to control up to 15 connected purifiers – or an unlimited number of users can control a single purifier. It

will only ever choose the most recent update. For example, if more than one person was updating the scheduling, the purifier will use the most recent change – making it easy for you to control air quality from anywhere in the school.

For more information, visit dyson.co.nz or speak to a Dyson Expert on 0800 397 667 or at nzcommercial@dyson.com

Are they high maintenance?

Many air purifiers can be complicated to dismantle, keep clean and require regular replacement of the filters in order to function well. This isn’t the case with the Dyson Purifier Cool. The filter is quick and easy to replace and you will know exactly when it needs to be changed, via the Dyson Link app or LCD screen.

The HEPA and Carbon filters are recommended to be replaced PROFILE

19

Tech storage for the 2020s

By Heather Barker Vermeer Industry Reporter

Randwick Park Primary School and Alfriston College know only too well the impact theft of devices can have on a school.

In March this year, the two nearby schools were targeted by thieves who stole a haul of dozens of laptops and Chromebooks.

The fact that the devices could be remotely disabled by the schools, rendering them useless to the thieves, makes the theft all the more frustrating and wasteful. Screens would automatically display messages saying they were stolen from the school, once disabled. So, how do schools safeguard their increasing stocks of digital devices and technology?

Though most schools operate a Bring Your Own Device (BYOD) to school system, this can be unsuitable for some schools, particularly in low socioeconomic areas. BYOD removes the onus from the school on storing devices but charging cables, screens and other technology still needs a home and sufficient device charging capacity needs to be provided.

Regardless of what percentage of a school’s students bring their own devices, a base stock of laptops or Chromebooks is necessary in the 2020s, as is somewhere secure to store them. Taking chances

20

Images courtesy of Sebel Distinction

with cupboards just isn’t going to cut it and specific secure lockers are a must.

Not only does the amount of tech a school now holds provide a security risk of theft, it also inevitably increases the amount of classroom clutter. Storage cabinets can be static or mobile, with many integrating charging ports and racks or pouches to hold and charge dozens of devices at once. Many include smart ventilation systems, cable management and external displays to show the charging status of devices inside.

Flexible options for wall mounting, or transportation

with caster wheels are widely available, with some cabinets designed to be stackable for optimum space saving.

Dividers and clips keep devices safely apart and secure during charging and transportation between classrooms.

Schools in Aotearoa must always consider earthquakeproofing their buildings and loose storage can be a highrisk factor. If device storage cabinets are not wall-mounted, they can be attached to the ceiling with hooks to minimise movement when not in use.

Our increased tendency to teach outside the classroom means

ADMINISTRATION

weatherproofing must also be factored in when contemplating device storage options. The chance of a sudden shower isn’t the only risk that comes into play when transporting your stack of devices outside, humidity and temperature fluctuation can lead to moisture build up, so quality storage is key.

For some schools, the library will be device storage HQ. For others, a dedicated resource room is available, and some will keep it all in their classrooms. Wherever tech is housed, organisation is not only a space saver but a time saver. It can also keep your school safe not only from theft, but potential fire risk.

Term 4, 2021 | schoolnews.co.nz

With the built-in remote scheduling function on the Netball products, it is super easy to expand your timed alert and school bell system and does’t need a dedicated PC.

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Plus, keeping those wires in order is also guaranteed to have a positive effect on stress levels for teachers and students. Tidy tech, tidy minds!

use. Laptops, Chromebooks, and iPads all need to be accommodated within the one unit and all of these come in different sizes. A unit that can internally store enough devices for the area that it is in, while not taking up too much space externally and also providing a smooth mobile experience.

Storage innovations, according to the industry-makers Sebel Distinction representatives Michael and Anna have kept an eye on school purchasing trends and shared their observations with us this issue.

“Security is the key for lockers these days for students and teachers – one locker can take up to four individuals’ personal belongings with padlock or digital locking systems. Lockers can come with individual requirements, such as hanging rails, mirrors, coat hooks, USBs, many shelves or no shelves, and all are vented for air flow. The latter is particularly important if being used for sports gear!

“Metal lockers are durable, making them a long-term investment for a school, and come with a 10-year warranty.

They can also be customised for individual school requirements.

“Cable management is often overlooked—a unit that has devices that are easily cabled and fully charged free of any program setup or circuit overload is something to think about.

Image courtesy of Sebel Distinction

“We’ve noticed that schools are now providing lockable storage for BYOD devices. There is the standard laptop storage, this will store laptops securely but not charge, then there are the mobile lockable storage options that also charge. It is vitally important that these types of units are purchased from a

reputable company that provide electrical warranties and safety around cable management.

“Mobile units must be robust for moving over doorsteps and possible outside environments such as cobbles and curbs. A cart should be flexible to store the myriad of different devices that children and teachers

“Another key consideration for schools – units on heavy duty castors are an absolute necessity for mobile storage. Having a unit that can be configured in a different array so that teaching materials, personal storage or bag storage can be stored within the unit is also important. The height depending on the age of the children is another thing to think of—we recommend 900H or 1060H so the unit can then become a standing workspace. Another bonus consideration is that tote trays can become a way of bringing in colour to a space.”

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ADMINISTRATION

Term 4, 2021 | schoolnews.co.nz

Financial Reporting

Making

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EdCloud – Real time dashboard/reporting and enquiry functions. Software made specifically for New Zealand Schools.

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Save yourself “time” and “worry” Reduce the risk of misappropriation and fraud by using our creditor payment service which includes a third party bank account verification.

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“We are certified xero experts, or you can use our own software created uniquely for schools – the choice is yours”

©stokkete - stock.adobe.com

By Rosie Clarke, Editor

School administrators are frequently tasked with important accounting duties they have no training or experience in.

As a result, financial efficiency is a struggle for many schools.

This issue, we spoke with key accounting services to schools around the country to find out more about the benefits of outsourced accounting, and what this looks like in practice for those considering it.

Accounting services to schools generally assist with software solutions, forward planning and budgeting, reporting, financial planning, as well as training and support. The partnerships between schools and financial solution providers should be viewed as a collaboration to maximise efficiency, rather than a siloed activity.

Sector viewpoints offer school finance insights: Education Services Managing Director, Peter McBreen advised that common issues schools face include not knowing the difference between good accounting and below average accounting.

Term 4, 2021 | schoolnews.co.nz

We are the Financial Reporting Specialists.

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Peter McBreen

“This can cause problems at audit time: Often a school ‘thinks’ their systems are working when they are not, and also thinking software is the magic bullet when it isn’t. You still have to have good knowledge of how to record data, leases, provision for maintenance, depreciation, etc.

“The big overarching benefit to financial service outsourcing is that schools get to have accounting experts at their disposal, with everything done on time, and if the provider has a creditor payment service, there is significant reduction in risk of fraud and misappropriation.

It saves time and money at the school, leaving principals in particular with more time to focus on education.

Let us take all the worry out of your Financial Management For a no-obligation quote please contact Pete on 06 757 5489 or email to pete@educationservices.co.nz

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ADMINISTRATION

23

through an issue in real-time and provide a direct solution.

“Outsourcing school accounting saves time and money, and you also get to have school accounting experts available for advice and assistance so that as a school you can simply focus on providing education. Schools can outsource monthly and/or annual reporting. They can also outsource creditor payments which minimises the risk of fraud and misappropriation – and again – saves time and therefore money for the school. Most service providers have templates for calculating budgets – so they can assist by providing historical data for each budget line, as well as providing advice and assistance. This makes the whole process a lot easier and more accurate. Regarding training and support, service providers do provide one-on-one training for their clients. NZSTA also has a programme of financial training in each region also.”

The School Office Director, Dan Hill noted that schools commonly struggle to have the right reporting information when needed in real time.

My recommendation for Principals and Boards that wish to upskill in financial literacy and management, is that they talk directly with their external provider and work on a tailored solution. Inviting your provider to attend board meetings is a great way to kick start that process.”

School Accounts’ Managing Director Nicola Edie informed us that school support staff often come from non-accounting backgrounds, which is only natural but can make things difficult for the school.

©Kittiphan - stock.adobe.com

reports the right way, but also be able to work with your board to provide clear commentary, key points of focus and ensure the board understands these measures of performance. Our digital app service is helpful too, where a one-click email can deliver departmental reports direct to HODs.”

Dan Hill

“The information needs vary from the Board, to principals, to HODs, who hold different budget areas within the school. It is vitally important that a school can work with its accounting provider to ensure the right systems are set-up to enable effective presentation of this information.

“In terms of helping schools calculate budgets, I’ve always been an advocate for school management (Principal & SLT) taking the leading role in budget

setting. The role of an external provider should be facilitation and the provision of information required to set the budget.

External providers should be able to provide discussion and understanding where required, and this should extend to clarity around the differences between an accounting budget and cashflow budget.

In our current environment, the use of tools such as Zoom, with screen-sharing enables a provider to walk any personnel

Nicola Edie

“This combined with in-complete handovers, evolving accounting software packages, and not being familiar with school accounting requirements can place considerable stress on staff.

Outsourcing brings a range of options, and a Board can benefit immediately by engaging a team with diverse accounting skills but with considerable experience and expertise, particularly with monthly accounting and reporting.

P26

“Outsourcing school accounting is more than just reducing workload for school personnel.

While that is a positive outcome of outsourcing, particularly in regard to the specialised legislative reporting requirements, the best results are to improve efficiency and reduce stress while providing upskilling and education of school personnel.

“A skilled external provider will not only be able to set up the

24

©Kittiphan - stock.adobe.com

ADMINISTRATION

Term 4, 2021 | schoolnews.co.nz

Moving away from time-consuming email approvals to automated work-flows The challenges As schools use public funds, they are very closely audited and their approval process must be transparent. Auditors need to see every single invoice and verify that it was approved by the right persons. All paper documents have to be kept for 7 years. The manual process of checking and approving each invoice was pretty time-consuming, despite the comparatively low number. It

kept the staff really busy because it was all done on paper and the sheer volume of documents that had to be filed for audit purposes was overpowering.

Introducing an app stack for efficient paperless accounting To solve these issues, Solutions and Services recommends to existing and new customers an app stack that includes Monty,

Hubdoc and ApprovalMax. Now, the vast majority of invoices are emailed to the school accounts and forwarded to Hubdoc for coding. Next, they enter ApprovalMax via Xero.

The automated approval process routes them to the curriculum budget holder or the Executive Officer as a first approver, then to the Principal, and lastly to one of the Deputy Principals for the final approval.

“ApprovalMax saves us a lot of time and paper. The Principal and Deputy Principals love that they can now approve any time they want. It’s also much easier to work from home during school holidays, or a lockdown. With ApprovalMax invoices easily flow from email to Hubdoc to ApprovalMax, then to Xero for payment and to our reporting module Monty. To top it off, a detailed audit trail shows who approved when and which invoice.”

Results of the implementation Fully paperless workflow and complete eradication of errorprone and time inefficient manual authorisations. Transparency and control: invoices cannot “go missing” as it is simple to track them. Flexible workflow setup based on invoice values.

Convenience for budget holders: easy approving via laptop or mobile app.

DIANE MAWHINNEY, Executive Officer, St. Albans School

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Term 4, 2021 | schoolnews.co.nz

ADMINISTRATION

admin@solutionsandservices.co.nz (03) 331 6210 www.solutionsandservices.co.nz

25

friendly report, including past actuals to assist with current year-end estimations. This can give clues for estimating the following year. I also encourage taking a zero-based budget approach and think about ‘what is going to happen next year realistically?’”

P24 “Although a school may be assigned a specific account manager, they have the whole team behind them to refer to. This also solves leave and sickness issues. A school can also be secure in the knowledge the provider keeps up to date with compliance and changing government or audit requirements.

While it can be relatively easy to train a person to perform daily and weekly data entry tasks, the knowledge and expertise in both accounting and software to produce board reports is a highly skilled area, and it can be difficult to find someone willing to work those erratic hours in a month to achieve them.

This also frees up school staff to get on with doing the really important things on the ground supporting the children, parents and staff.

A good tip is to train the school staff in the best use of the software, so that everything is being completed in the most efficient way possible. Guiding

Partnerships between schools and financial solution providers should be viewed as a collaboration to maximise efficiency

them to start on the annuals well before the end of the year and set the next year’s budget, update their cyclical maintenance plan, reconcile the laptop and other leases, review

their fixed asset registers, and resolve MOE projects before the year ends, etc. This greatly reduces stress. With budget worksheets, it’s also beneficial to provide that initial data entry

Solutions and Services’ Director Sandy Dunn explained that the NZ statutory reporting model is complex as schools are crown entities and subject to strict audit requirements.

Sandy Dunn

“Government funding is tight and there are less options for earning other revenue, so management of spend control and the most efficient systems are essential.

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ADMINISTRATION

Term 4, 2021 | schoolnews.co.nz

Management reports are required at a level that Boards of Trustees and principals find informative.

Teachers and budget holders need reports for budget management that are able to be quickly and easily provided.

Schools do not always have the financial resources to employ qualified finance staff, but with the right support this does not need to be an issue.

“Having the right accounting solution is key – an external provider that can train and support the integrated apps.

Clever budgeting tools and mapped account codes for monthly reporting will save time.

As the annual statutory reporting format is mandatory, and usually differs from the management reporting needs, clever category mapping of the account codes can achieve both functions.

The right cloud accounting application can provide an easily used online budgeting tool with comparison budgets available onscreen and actual results to

assist in budget decision-making.

The budget and reporting app syncs with the accounting data and is dynamic—saving time, eliminating or reducing the need for spreadsheets.

Budget revision and forecasting can be simplified, working capital predictions and budgeted balance sheets prepared.

Do your finance & admin team feel empowered and positive in their roles?

“Regular professional development and access to advice is crucial with the complexity involved and constantly changing funding and reporting needs.

Principals are educational leaders, not necessarily experts in financial reporting, and have so many calls on their time.

They need transparent, easily followed financial information in-house, and at their fingertips.

Assurance that the school finance team and principal are well supported, and that compliance needs are met, allows the Board to focus on other priorities and strategic development.”

Does your board feel confident in their understanding of your school’s finances?

If either of these questions make you think twice, call us for an obligation free chat.

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A well-rounded team which includes Chartered Accountants and former Executive Officers with decades of school accounting experience.

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Annual accounts preparation including auditor liaison (by actual former auditors who can decode the lingo!).

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Simple and effective monthly reports for your Board with key focus points and clear concise commentary.

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Processing assistance including upskilling in Xero, Hubdoc and ApprovalMax.

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Tailored solutions for any challenge you face.

We are small enough to really care about your school individually, and big enough to give you confidence.

School Accounts Ltd is a great source of help with budgets, software and financial processing, or when skills need assessing.

For user friendly, quality, and efficient financial services, choose School Accounts Ltd.

Call us today Nicola Edie, Manager, 021 116 4747 office@schoolaccounts.co.nz

www.schoolaccounts.co.nz Term 4, 2021 | schoolnews.co.nz

Make contact today to discuss your requirements 027 257 4126, daniel@theschooloffice.co.nz or www.theschooloffice.co.nz ADMINISTRATION

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Making a real difference with culturally responsive practice In 2016 Homai, Weymouth and Rowandale School from Manurewa, Auckland embarked on a PLD model that would change teaching and learning as they knew it. This group became the inaugural users of the Relationships First programme.

Over the last 5 years these schools have seen shifts in leaders’ and teachers’ mindsets – moving from a blame culture to more agentic approaches, as well as improvements in attendance, retention, engagement and achievement. Outstanding outcomes continue to role model the possibilities for schools across New Zealand.

there was a significant shift for Māori student writing data, from 30.5% achieving at or above the expected level in 2015 (before Relationships First), to 60.8% in 2017. Through voice collection we also see a number of other significant shifts including:

TEACHER ATTITUDES CHANGING ‘Teachers are much more agentic in their thinking and in how they talk about learners’.

– Deputy Principal, Weymouth ‘Using the research has empowered me to confront issues and confidently have challenging conversations – and reject deficit thinking’.

Junior students of 2018 at Homai showing how much they love learning to write.

STUDENTS CONTINUE TO BE EMPOWERED

THE SITUATION These primary schools have high percentages of Māori ākonga (ranging from 35 – 42%).

The Principal of Homai, Rosina Wikaira, commented “As Māori and Pasifika principals, we were quite horrified that our Māori learners were underachieving. We come with te reo, the practices of what we do best for Māori, but it still didn’t transfer into their learning outcomes”. The Principals decided to explore what success looks like for Māori learners and understand how existing practices might be contributing to the underachievement that they were seeing.

THE APPROACH Relationships First focuses on accelerating and sustaining achievement outcomes of indigenous and other marginalised students, to maximise achievement for all learners. Leaders and teachers are guided through iterative cycles of development, with an ultimate focus on building teaching and learning capabilities.

Key principles which underpin our philosophy include the importance of relationships and whanaungatanga to enable teachers to use highly impactful practices like high expectations and formative assessment strategies. For Homai, Weymouth

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– Homai Teacher

“Relationships First is about being able to stop, listen and change what isn’t working – empowering our students so they become agents of learning in their classroom.”

– Homai Leader

The 3 Principals were inspired to go back and study. Here they graduated with a Postgrad. Dip, which then encouraged them go on to complete their Masters of Contemporary Education each focussing on the Schools’ Leadership Profile.

Weymouth Principal, Saane Faaofo-Oldehaver, Homai Principal, Rosina Wikaira and Rowandale Principal, Karl Vasau Rosina has since become a PLD facilitator with Cognition Education so she can continue the Relationships First work with more schools across NZ.

and Rowandale, two key features of the programme have been:

COLLECTING VOICES ‘Our voices gave us new places to look for opportunities to make changes to our discourses, where deficit explanations were prominent.’

‘Our voices are narratives from students, their whanau, teachers, teacher aides and leaders. Responses over the years have moved from social relationships responses to relationships based on learning.’

– Rosina Wikaira

FACILITATED MEETINGS ‘The Manurewa Guiding Coalition monitors the effectiveness of our efforts on improving teaching and student outcomes. Our three schools collaborate twice a term to share impact stories. Each school has their individual strengths and different levels of accreditation but between us, we use our collective expertise to improve practices.’

– Rosina Wikaira

THE OUTCOMES Data collected from all schools shows shift in Māori achievement data. For example, at Homai

TEACHER’S DESK

“Students see school as an important opportunity for learning and they love their teachers. They specifically talk about where and how they like to learn, and this includes learning values like love, service, and respect….

Students talked about the opportunities to support others in their learning…and how they felt empowered to share their learning with their friends.”

– Student voice summary

SCHOOLS ARE EXPERIENCING SUSTAINABILITY OF PRACTICE Teachers and leaders have built capability to allow for continual and sustained changes to learning.

Homai, Weymouth and Rowandale have paved the way for other schools to improve outcomes for marginalised learners.

Relationships First is now used in over 125 schools across NZ. To read more visit: cognitioneducation. co.nz/relationships-first.

Term 4, 2021 | schoolnews.co.nz

©insta_photos - stock.adobe.com

Professional Learning and Development for Educators in 2022

By Heather Barker Vermeer Industry Reporter

While lockdowns have prevented Professional Learning and Development (PLD) for educators from being delivered in the same way it has been in the past, the Ministry of Education stresses it is crucial that PLD does not slip due to the Covid pandemic.

“PLD delivery should not be indefinitely postponed because of a lockdown,” says the Ministry.

If in-person delivery is not possible due to lockdown level restrictions, “PLD sessions should continue as planned through a virtual platform or video conferencing software.”

In areas of Aotearoa in lockdown level 2, in-person PLD session can take place under mandatory lockdown conditions, of course, such as using contact tracing, social distancing, face coverings and strict hygiene practices.

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“The focus… for all future lockdowns, is for PLD delivery to continue as scheduled wherever and however possible.

We understand this may mean that compromises may need to be made, but PLD should not be indefinitely postponed because of a lockdown,” says the MoE. Following the first lockdown in 2020, teams from the Ministry’s National Office, PLD providers, facilitators and a Sector Reference Group of both English and Māori Medium principals and tumuaki, developed the Distance Learning Review Tool.

This tool is ‘an editable rubric’ for schools and kura to use for strategic and continuity planning for future scenarios of distance and blended learning, in consultation with their Board of Trustees, PLD facilitators, and staff. The Ministry says, “It is designed to help a school or kura identify where they are on certain elements of distance learning, such as parent engagement, device management, well-being and the approach to distance learning.”

The tool is available for download (as an editable Word document) on the Ministry of Education’s website.

The role of microcredentials in PLD A buzzword to emerge in recent years in the field of PLD is micro-credentials. The definition of these, provided by the NZQA, states, “A microcredential certifies achievement of a coherent set of skills and knowledge; and is specified by a statement of purpose, learning outcomes, and strong evidence of need by industry, employers, iwi and/or the community.

“They are smaller than a qualification and focus on skill development opportunities not currently catered for in the regulated tertiary education system.”

Consultation on the introduction of micro-credentials as part of New Zealand’s regulated education and training system was carried out in March 2018, with NZQA identifying

TEACHER’S DESK

support for the concept of 'New Zealand micro-credentials'.

“Programmes leading to qualifications may include micro-credentials as components of learning, provided the overall design of the programme is coherent and meets the qualification outcomes and strategic purpose,” said the NZQA. “Any micro-credential must continue to meet the NZQA definition and requirements for a micro-credential: i.e. an award that is a stand-alone package of learning, valuable in and of itself, that meets the needs of employers, industry, and/ or iwi, hapu and community.”

NZQA says it considers it unlikely that programmes would be comprised entirely of microcredentials, ‘because each micro-credential would also need to meet the requirement of being an individual award that is a stand-alone package of learning’.

It does, however, not rule out programmes being submitted that are wholly designed with Term 4, 2021 | schoolnews.co.nz

micro-credentials by saying these will be considered on a case-by-case basis.

Study awards and scholarships The 2022 TeachNZ scholarship programme will open from 18 October 2021, starting with applications for its 85 Te Huawhiti Career Changer scholarships, which close on 15 November 2021. Each distributes $30,000 per year to successful applicants from all sectors and all areas of study for the duration of their course. Te Waka Whakarei Career Changer Scholarships deliver $30,000 per year of study in Māori medium and te reo Māori, across all sectors, to 90 recipients.

All other TeachNZ scholarships will open for applications on 1 February 2022, closing on 28 February 2022. These include 130 Te Huarau Scholarships, which cover all sectors and all subjects, paying $10,000 to 130 recipients across their whole period of study. Kupe Scholarships are awarded to Māori and Pacific high achievers across all

“PLD delivery should not be indefinitely postponed because of a lockdown…”

subjects and sectors. A total of 30 of these, award $15,000 to successful applicants over the course of their chosen study.

Post-primary teachers can apply for grants of up to $700 per year to attend a subject association conference or workshop, from the NZ Post Primary Teachers' Association Te Wehengarua (PPTA). These grants are to be applied for post-event, for courses that are subject-specific - they do not cover general pedagogy offerings. One grant per year is available for applicants to attend

Student well-being, inclusive classrooms and learning partnerships How many of these are a focus for you in 2022?

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Student well-being and Inclusion

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Learning Partnerships

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Social and communication skills

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Oral language, deep constructive talk, vocabulary development

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Student engagement

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Student achievement in science and maths

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Student achievement in reading and writing

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Teamwork and cooperation

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Culturally responsive pedagogy/cultural capability

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Effective whole school pedagogy

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NZC – Values and Key Competencies

And how many providers will you need to meet those goals?

If you use Kagan – just one!

For over 20 years Kagan Professional Development has been helping schools worldwide achieve their goals, and we’d love to help you achieve yours. With Kagan you will receive start-to-finish PLD that includes teacher workshops and modelling sessions, implementation plans, coaching, and leadership workshops.

Kagan PLD is practical, grounded in research, supports the NZC, includes all learners, and it applies to all curriculum areas, all school levels, and educational contexts.

one subject associated PLD event and cover registration and, if needed, travel, childcare and accommodation. The PPTA pays these grants to teachers directly, which can be applied for via the ppta.org.nz website.

Teaching tech spaces Remote online learning necessities have exposed weaknesses in the digital capabilities of some education providers and hastened the need for effective PLD in the tech space for teaching staff and across the school spectrum from administration

through to leadership. The ongoing, large-scale delivery of digital technology training and development shows no sign of relenting and must be an ongoing, evolving focus for all education providers.

The desire to acquire increasing levels of te reo Māori fluency appears to be on a similar trajectory, with demand for education among the teaching profession sitting at an all-time high. Programmes such as Te Tatau ki te Ao Māori: Opening the door to the Māori world are te reo Māori professional development designed by teachers for teachers. Termed ‘a safe haven for secondary teachers to begin a journey into te reo Māori’, this inclusive programme sits within the PPTA’s PLD Fund, allowing for all ability levels and needs of learners. This kaupapa ‘fulfills responsibilities for teachers by promoting whanaungatanga with colleagues through professional and respectful collaboration’.

Whatever PLD is on the horizon for you and your school or kura for 2022, the PPTA suggests, ‘It’s time to join the reo revolution’.

All workshops use Kagan Structures and Kagan’s key principles to create a safe, interactive and engaging learning environment.

Participants experience exactly what their students would be feeling, and understand how they would respond in similar situations.

We change the lens through which teachers view not only engagement, but their practice.

Kagan Professional Development NZ offers workshops that are unlike any others you will have attended. Grounded in brain theory, they are applicable for every teacher, at every level and content area, and fully embrace Kagan’s core principles.

Contact: Jennie Moore, jennie@kagan.nz or 0274944600

Kagan is powerful teaching, made simple. Afterall, it’s all about engagement!

For more information please contact: Jennie Moore jennie@kagan.nz 0274944600 Or visit our website www.kagan.nz

Term 4, 2021 | schoolnews.co.nz

TEACHER’S DESK

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Four trends to transform

2022 teaching “Close your eyes for a second and think of something that happened over the last 20 years that you would have never expected to occur. Be it the pandemic, smartphones or something else, the truth is that the future likes to surprise us.

Our world is in a perpetual state of change.”

– Back to the Future of Education, Four OECD Scenarios for Schooling, oecd.org Although we’ve all heard about this constant state of change many times over the past 2 years, there’s something to be said for preparing ourselves to face this change head on, and embracing it rather than fearing it.

for ways to customise the learning process to better suit each individual learner, with their own unique learning preferences, background, needs, and experiences

We know 2022 will signal a rethink of education, just like other industries, as a result of the unavoidable impact of Covid-19. For many educators it’s made the value of the investment in professional development and digital tools clear and obvious. For others it’s made the lack of digitally enabled processes and communication much more of a roadblock. Schools were forced to consider what they were ready for, and what they weren’t, and issues of digital equity were brought to the surface across the country.

Use technology to create personalised learning experiences e.g. game-based learning so students can take it at their own pace and enjoy learning too like Prodigy Math Game.

When we look at the future of education, and how to prepare for it, a few really strong themes come through from our research, our experiences, and discussions in our learning communities.

To celebrate this Term 4 issue, here are four trends to help you embrace 2022 and beyond.

1. Personalised learning Many of us discovered during lockdowns that we need to assist students to work more independently in ways that work for them. It may be difficult to fully adopt this approach but we encourage you to look

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Start off your year by discussing ideas with other teachers, review personalised learning methods, and set up steps to implement this together.

Enabling customised learning not only creates a greater connection between students and what they’re learning, it also teaches them skills that will go well beyond school!

2. Learning with and from the real world The most powerful learning is real-world learning, and there’s a big world out there to utilise when it comes to resources, which many educators utilise already.

Let’s continue to tap into our local communities and connections to help deliver 2022 topics. You’ll be surprised how many people are willing to share and help when you invite them in (physically or virtually) to share their experiences or knowledge.

already mastering this, how can we take this even further?

How can digital tools be used to connect with experts, students or communities that are beyond your local area?

Are there opportunities to reciprocate with teachers elsewhere around the country, or even around the world? How can you increase the reach of experts so they’re sharing beyond just your classroom?

Exposing your students to the world is learning at its most real, and where their learning will ultimately take them.

Create a connection between the two from the get go.

3. Digital tools as key drivers Although many of us are sick of doing everything through screens, we can’t avoid digital tools that are key drivers to help us embrace change. Start looking at ways digital tools can make your life easier, and fast track learning in the classroom.

What tools were needed during lockdown that you didn’t have in your teaching toolkit? What skills can be incorporated that

Consider reaching out to your local iwi to invite them to share their stories, or their take on sustainability and kaitiakitanga, a very relevant topic for 2022 and beyond. And for those TEACHER’S DESK

digital technology can enhance, e.g. SeeSaw for communication with parents, Miro for class brainstorming, Padlet for sharing ideas, Screencasto-matic for screencasting and video lessons (run by you or even other students!).

If you head into 2022 without consideration of digital tools as allies, change will continue to shake you and your classroom to its core.

4. Diversifying of skills For teachers, the classroom is changing, so you’ll be doing yourself a disservice if you don’t embrace this change in your own practice and professional development too.

It’s time to start looking at ways to diversify your skills, and become a leader of educational change. Choose areas of education you are passionate about or select specific digital tools and upskill – then share your learnings with others. Be an advocate for the change you want to see – there’s no better time than when everything is resetting after a global pandemic.

You’re already a leader in your classroom, so you have the capability to step up and lead in your education environment.

– Britta Sisam-Jones, storyteller at The Mind Lab

Term 4, 2021 | schoolnews.co.nz

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35 weeks, online learning

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Master of Contemporary Education An in depth and highly personalised learning opportunity to build education leaders, directly focused on adding measurable, beneficial value to you, your school and your education communities.

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Opportunities with Te Whai Toi Tangata Te Whai Toi Tangata - the Institute of Professional Learning, is based out of The University of Waikato and has been offering professional learning since School Support days.

resources to share - so much knowledge and experience”.

“He rawe! - I will now be intergrating te reo Māori into my everyday classroom practice.”

Regionallyallocated PLD Te Whai Toi Tangata facilitators offer a wide range of expertise enabling them to collaboratively weave together a cohesive, responsive plan, tailored to meet the needs of your educators and learners/ ākonga. They work in English medium and Māori medium and can assist you to:

They offer a diverse range of professional learning opportunities for educators who want to make a difference; who want to grow their knowledge and for those interested in enhancing their own education.

Workshops In addition to the kanohi ki te kanohi workshops offered for provisionally certificated teachers, there are many other face to face and online workshops offered in Hamilton, Tauranga and throughout the North Island.

“I liked the openness of all the sessions. We were

able to voice our opinions.

Facilitators had lots of valuable ideas which ‘flowed’ naturally. We would start up a conversation and without asking they had ideas and

•

engage with and use the Ministry’s PLD journey template

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co-construct new PLD proposals and work with delivery plans

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tailor PLD opportunities for leaders, teachers and whānau in the national priority areas.

“I liked how the course content was changed and adapted to suit each individual’s needs.

The course material was really broad and could be applied to a lot of different focus areas”.

Direct to schools and kura Some kura and schools elect to seek and fund their own tailor-made professional learning opportunities which do not fit into regionallyallocated criteria.

Te Whai Toi Tangata facilitators work in staff rooms, halls, classrooms and even stream beds. They also conduct principal and other leadership appraisals.

“I liked that it was a combination of learning, sharing and spending time with others in the same roles.

Kia toitū te Mātauranga - quality learning changes lives.

PLD Opportunities at Te Whai Toi Tangata Registrations open end Oct waikato.ac.nz/professionallearning We are finalising our 2022 Workshops for: Provisionally Certificated Teachers - Primary and Secondary Teacher Aides Middle Leaders Teachers of GaTE students Mentors & Leaders Digital Fluency and many more Register your interest early for a 5% School News discount professionallearning@waikato.ac.nz

tion

en s op

istra Reg

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TEACHER’S DESK

n

soo

Term 4, 2021 | schoolnews.co.nz

Equipping Kiwi kids

to be digital citizens

By Heather Barker Vermeer Industry Reporter

“We hold student led toolkits every year where learners can share their experiences of different tools that have helped their learning. This year, we had over 200 students attend workshops run by other students.

In 2020, we were able to hold this event online due to alert level restrictions, with some students presenting to over 70 attendees.

The COVID-19 environment has highlighted the need for digital devices to be available to all students, wifi to be in each home and digital upskilling of teachers.

The Ako Hiko cluster of schools, supported by the Ako Hiko Education Trust, has been working towards this goal since 2014, providing thousands of portable devices to students for use at school and home, as well as much more support to help equip Kiwi kids for a digital future.

Collectively, the Trust aims ‘to address this inequity that exists in our education system and raise student achievement’. Its vision is based on the successful model pioneered by the Manaiakalani programme in the Tamaki region of Auckland, which has been actively working with a cluster of schools since 2006.

Seven schools are currently part of the Ako Hiko cluster. All share the Trust’s vision of equity, achievement and opportunity for our young people. These schools are Hay Park, May Road, Owairaka, Waikowhai, New Windsor and Wesley Primary schools and Wesley Intermediate School.

Since 2014, the Trust has provided 2300 Chromebook bundles to families from these schools.

There are currently 41 classrooms in the cluster and Ako Hiko has enabled these classrooms to achieve a 1:1 ratio of devices to students. Ako Hiko Education Programme Lead Phil Margetts says this number is rising every year and is only part of what the Trust delivers.

“Providing devices alone will not have a significant impact on achievement, which is why the Trust funds over 400 hours of PLD annually.”

Term 4, 2021 | schoolnews.co.nz

“We also hold an annual poetry slam and have started our own Ako Hiko Podcast. These are both opportunities for students to create and to tell their stories” Ako Hiko Education Programme Lead, Phil Margetts

Margetts was a classroom teacher at Wesley Primary School for nine years before stepping out of the classroom to travel and explore other opportunities in 2019. On his return to New Zealand, he began facilitating in the Ako Hiko cluster, taking on the Education Programme Lead role during the country’s first COVID-19 lockdown.

He delivers the programme’s Cybersmart curriculum in classes whose teachers are new to working in a 1:1 environment. He says, “This programme is utilised by classroom teachers in all seven schools to help students develop digital citizenship skills.

Due to the progress made since 2014, the Ako Hiko cluster schools are therefore well placed to continue distance learning when they are required to close. The Manaiakalani Innovation Team, including Education Programme Leader Phil Margetts, are available to support principals, management teams, teachers and students to ensure learning can occur anytime, anywhere and at any pace. With content being accessible through Google Sites, real time connections being possible via Google Meet and learning being visible for teachers thanks to Hāpara Teacher Dashboard, teaching and learning has been able to continue.

“Digital technologies are utilised to share and amplify effective practice as well as provide learning experiences that were previously unthinkable. Students’ learning and creations are shared via class or individual blogs. To date there have been over 38,500 blog posts across the cluster.”

Margetts says Ako Hiko offers many exciting opportunities for learners. For example, the Trust holds on annual film festival where students from the cluster schools enter three-minute films into a competition to have their film shown at Events Cinema, St Luke’s, on screening evening.

This programme is utilised by classroom teachers in all seven schools to help students develop digital citizenship skills.

TEACHER’S DESK

The latest project is the Ako Hiko Ambassadors programme.

Margetts explains, “Two representatives from each of our schools meet regularly to discuss what is working for their schools, what challenges they are facing and what ideas they have for the cluster. The ambassadors are currently working on interviewing each other for our podcast after a discussion on how hard it is to find texts that represent that wide range of cultures we have in the cluster.”

Research has shown that learners in the Ako Hiko community cluster enter the education system two years below national norms, says Margetts.

But 2020 data collected over a period of three years, showed tracked groups of both Māori and Pasifika learners were "at" or "above" the national norm for writing. “While we are very encouraged by these results, we need to continue in our quest to support ways to accelerate achievement in both reading and maths.”

More information about Ako Hiko, including all the opportunities mentioned above, can be found on at akohiko.org. Readers can also contact Education Programme Leader at phil.margetts@akohiko. org or Executive Officer Kaaren Holland-Kara at kaaren.hollandkara@akohiko.org.

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MĀORI LANGUAGE WEEK

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Lots of photos and diagrams to assist comprehension. Written with accessibility in mind and formatted to be dyslexia friendly.

Available in Print and/or PDF format as individual books or class sets.

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Unlimited Reading Resources Years 1-8 Available in Individual and Team Memberships

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TEACHING SPORTS & RECREATION RESOURCES

Term 4, 2021 | schoolnews.co.nz

Know & more ©kontur-vid - stock.adobe.com

the score

State of the industry: purchasing and installation trends for school scoreboards and electronic signs

By Heather Barker Vermeer Industry Reporter

Your school’s sporting fixtures can be elevated to exciting community sporting spectacles with the right elements in place.

A digital scoreboard lifts the experience into an attractive spectator event and, with the technology in this space reaching ever more professional heights, you’ll be attracting a lot more than more supporters on the side-lines.

Moving way beyond the basic manual scoreboard, with number being flipped over by a willing, or reluctant, volunteer, scoreboards have also come a long way from simply displaying digital numerical scores. Some of the very latest video scoreboards can live stream footage, replays, player stats, team info and more. Wider school Term 4, 2021 | schoolnews.co.nz

School News spoke with suppliers to the school sector to find out what electronic signage options are trending and collate some tips for schools to consider.

Image courtesy of WiPath Communications

announcement can be shared, and advertising can even be incorporated into the event, to increase revenue and community involvement at the same time as teams battle it out on the field.

Having more supporters at your school games brings a lot of benefits. Beyond having more voices cheering your teams on to success, a wider presence provides a bigger audience those

potential advertisers can reach, for example. The drawcard of having visual technology ‘like you see on tv’ will not only attract more people, but a wider range too, building the diversity and depth of ‘feel-good’ about your school in its community. Kids will love the hi-tech as much as the older spectators who will welcome well-visible scores, replays and match updates.

SPORTS & RECREATION

“The ability to promote sponsors is now crucial for schools.

Schools don’t just want basic number only scoreboards. They want the flexibility of full LED scoreboards,” said Perennial Managing Director Geoff Boorer, explaining that schools want to use the scoreboards for more purposes than before, since COVID—even using them as information screens to communicate regulations and news to staff and pupils of regulations and general information.

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“Schools have used the screens for COVID information, but also for a lot of other things like PTA events, school open days, cinema nights with BBQ, coaching and game analysis.

WiPath Communications’ Managing Director Craig Meldrum explained to us those electronic scoreboards generally fall into two categories, digital or full matrix.

“Digital (referring to the fact it consists of digits and not to the fact it is electronic) scoreboards can be as simple as 2 x 2-digit scores, with or without a timer, and are generally the more economical. They are fine for sports that just use simple scoring. More complex digital scoreboards may also be made up for sports like cricket and basketball which have additional information to display such as shot clocks and team statistics.

“With regards to sponsorship, we recommend schools fully utilise the scoreboard as a digital advertising platform. It consists of banner ads, premium full screen ads and highlight animations (for e.g., goals, 4s, 6s, Try, Wicket, etc.), which can be customised.

There is also player sponsorship as well as the apps having in-app control of the ads (i.e., changing sponsorship per match).

“We generally advise that schools have a number of sponsors/ advertisers, e.g., one main scoreboard sponsor (getting a mix of banner, premium and highlight ads) and a number of sub sponsors getting some of the premium ad slots. Player sponsorship tends to be a separate thing with small sponsor supporting individual players.

“If applying for grant funding, then you can offer the funder premium advertising on the scoreboard in

Image courtesy of WiPath Communications

return. The funder’s logo and a thank you can be displayed every time the scoreboard is used.”

Geoff ’s top tip for schools heading into 2022: “The sports teachers should acquaint themselves with the software and app connected to their new scoreboard. There are so many things that can be done, from custom layouts and player sponsorship to colour

schemes, PDF match reports, etc.”

In terms of spec recommendations, he advised: “Consider which sports will be played and what the viewing distances are likely to be, along with potential usage outside of sport. Higher resolution scoreboards are critical indoors where viewing distances are generally smaller than outdoors.”

A full matrix scoreboard, on the other hand, is more like a billboard, monitor, or school noticeboard where the entire area of the screen consists of LEDs and is capable of being fully utilised to display anything from scores to advertising and even video playback if suitably equipped with appropriate controllers.

“While most digital scoreboards generally display generic static team names e.g., ‘home’ and

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▶ Compatible with CricHQ and NVPlay ▶ Ability to show advertising, animations, and player photos during matches ▶ Customisable ▶ Ongoing in-house software development

Quickscore is the winner of the SME News for the “Most Innovative LED Display Provider 2020 and 2021”.

The company has also recently won the Corporate Vision Technology Innovator Award 2021 for "Best Global Scoreboard Provider".

NATIONWIDE INSTALLATION

38

03 366 6107

SPORTS & RECREATION

info@perennial.co.nz www.perennial.co.nz Term 4, 2021 | schoolnews.co.nz

‘visitor’ or possibly use slide in static team names they can be enhanced with small single line, full matrix displays that allow the team name to be changed dynamically. To really gain full flexibility, however, a full matrix display is desirable. Full matrix displays also provide greater sport flexibility in that the same scoreboard can easily be converted from rugby to cricket with a simple software switch.

“It is also possible to provide score modules that enable existing static scoreboards to be upgraded to digital without the additional cost of building a new structure.”

His top recommendations for schools: “Every scoreboard and school sign should be custom built exactly to your school’s requirements. Off-the-shelf solutions can often require compromise. I also think having access to NZ-based in-house software and electronics hardware engineers creates a significant advantage when it comes to customisation, quality assurance and serviceability.”

For Monstavision representative,

can leverage. When not scoring a match the screen can be used to communicate messages, reminders, ads.

“Some scoreboards can be portable and help with wayfinding for opens days or exams, fundraising at fairs, or even just welcoming students back to term.”

Ross Moreton, the key trend shift has been schools “moving away from one colour scoreboards to full colour LED screens that enable multiple use, including advertising and sponsorship.

Ross’s advice for schools is to consider the following questions: •

What is the main function of the scoreboard? What would be a nice-to-have function?

“We see schools working closer with local businesses and working within their communities to open up a mutually beneficial funding arrangement through the use of advertising sponsorship. We are currently replacing one-colour scoreboard/shot clocks and projector with new LED video screens. Now the school can score sports with advertising or messaging and hold meetings, assemblies, and movies in the same space. All functions can be controlled wirelessly.”

•

Where will the main audience be situated?

•

What is your budget?

Score big in colour Gone are the days of the traditional sports scoreboards, which featured the static team names and score. Also now being phased out are the one-colour electronic scoreboards that produced very basic scoring and timing information.

Welcome in the age of Full colour Digital LED Solutions, that feature Live Scoring, Wireless Connectivity, Sponsor and Advertising opportunities, and if large enough, Live onscreen Streaming capabilities.

The Full Colour LED boards, can produce scoring solutions for Multiple Sports, as well as featuring a range of advertisers/ sponsors, hence producing increased revenue earning opportunities for schools.

The technology is used in both outdoor and indoor applications.

The higher resolution Indoor boards provide versatility, Term 4, 2021 | schoolnews.co.nz

His dos and don’ts:

©Monkey Business - stock.adobe.com

being used as scoreboards for a range of sports such as Basketball /Netball etc.

Depending on the size and positioning, these LED units are now being fully utilised to replace Projection Screens in areas used for Assemblies and other related school activities.

Sports scoreboards then LED screen. Total flexibility.

Monstavision are NZ’s most experienced and reliable LED screen supplier, having worked with the majority of the Country’s sporting organisations for 20 years. We understand the sports requirements, as well as the commercial background to produce the hardware and software to benefit the clients.

Our Nationwide coverage means our Service teams can provide” Peace of Mind” that your school’s LED requirements are in Safe Hands.

“A full colour wireless solution can enable your scoreboard to deliver a wide range of engaging and interactive content.

Some school sports attract more viewers than a provincial sports team so looped advertising and moments of exclusivity now have monetary value that local businesses and communities

“Be clear on want you want to achieve with your scoring solutions. Work with a company that has proven experience in LED, and that can provide the required ongoing support.

The company needs to understand the sports requirements as well as the commercial background to produce the hardware and software to benefit the school.

All full colour LED solutions are made to order thus the lead time to manufacture, freight and install should be well considered.

“Top tip: cheapest is not always the best, you get what you pay for.

“Top tip: ask for references of LED installations.”

Full Colour Scoreboard Solutions Some of our Key Scoreboard Features Full colour Scoring and Advertising Wireless Connectivity

Advertising Revenue Live Data/Streaming Indoor & Outdoor Options

Remote Monitoring Portable Options

Sales, Rental and Lease options available at

Our Lease to Buy options can make your decision so much easier. Save Capex by using Opex.

SPORTS & RECREATION

www.monstavision.com

39

Hotfooting it:

Gym floors to conquer heavy foot traffic

By Rosie Clarke, Editor

elastic system, which can create the best of both worlds for multi-use facilities.

School gymnasiums need to be resilient to ensure a long life as students make good use of all the sporting options now in front of them.

Gymnasium design Suppliers will often consult and work with schools on the design of a new or soon-tobe refurbished gymnasium to fend off mistakes and choose elements that best fit the school’s needs, within budget.

What makes a more-thansolid gym floor installation or refurbishment?

Something you should bring to the discussion from your school’s perspective, is what sports your gym will be used for—consider which lines you need permanently marked on the surface, how often it will need to be cleaned, whether you will reconfigure the space using seating for classes or whole-school events, etc.

There are a variety of gymnasium floor surface options available to schools, which means it can be overwhelming to know where to start! Not to mention that as students return from lockdown ready to get stuck into competitive sports once more, safety and aesthetics are vital considerations!

Material benefits and key purchasing factors When it comes to shock absorption, grip, durability, and even visual aesthetic, the stuff your gym floors are made of matters.

Traditional timber flooring can vary hugely in its quality, cost, and purpose. Wooden sports flooring typically consists of a solid timber surface with shock absorbing pads underneath. As hardwood surfaces are more rigid than many other materials, impact is dispersed over a wide area. With area-elastic flooring fitted, the wooden surface returns energy back up to the user who is walking or running on the surface, cushioning the impact over a large area. A quality area elastic flooring system will provide enhanced performance and shock absorption for high intensity sports such as basketball and netball.

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©tunedin - stock.adobe.com

Sports flooring materials such as vinyl, rubber, polyurethane, and linoleum represent what are known as point-elastic flooring systems. These gym floor options have uniform performance across the whole playing surface. This means that every point on the floor will have almost identical shock absorption and rebound. A point-elastic floor interacts with each user on an individual basis and activity can be localised and will not impact on the surface elsewhere in the hall.

These materials can come in a range of thicknesses to

suit different requirements, such as a thicker weight vinyl cushioning for older, heavier students, thinner for younger, lighter children.

Benefits of cushioned vinyl are that is it a resilient surface that helps reduce injury from falls. It also provides comfort for running and is effective at noise reduction.

It is generally one of the lower cost surfaces to purchase install.

There are also options for a combination of both point elastic flooring and an area

SPORTS & RECREATION

Consider maintenance and cleaning practice for the future as well. Will your chosen surface scratch or mark easily? What kind of aesthetic are you looking for? Wooden materials have a more classic feel, while coloured vinyl or rubber flooring might look more modern but might also be too stimulating if you also use the space to facilitate assemblies and/or formal events.

Weighing up expenses In the cost versus quality debate, remember, community groups and sports clubs that hire the facilities after school hours can provide income that can be used to offset the cost of installing a high-quality floor.

Do some groundwork first to reduce costs by requesting an audit or inviting a provider to visit—you may be able to overlay new flooring over your existing floor rather than starting from scratch.

Term 4, 2021 | schoolnews.co.nz

The complete gymnasium flooring solution Hardwood Technology have, for more than 25 years, built a stellar reputation as sports and recreation flooring specialist. There is no-one in New Zealand who has the experience Hardwood Technology can provide.

And yet, they continue to push themselves to get even better.

Significant new investment into specialised sanding equipment means that Hardwood Flooring can now offer an even more efficient refurbishment of existing timber gymnasium floors. The new equipment allows for a complete refurbishment in much less time, which means far less downtime and of course, much less disruption for schools – and let’s face it, there’s been more

than enough disruption already.

But that’s not the only new area of investment. Hardwood Technology have expanded their installation and maintenance teams, to ensure complete control of the process.

As Managing Director Mark Slane explains; “We wanted to ensure that from planning to installation, maintenance to refurbishment, we could provide our customers with an exceptional level of quality and service. To make sure this would always be the case, we felt we needed to invest in expanding our own installation and maintenance

teams, giving us complete control of the quality from start to finish.”

“We’ve always been focused on delivering a great result for our customers” says Mark, “so we’ve focused our business on three simple things: providing great advice up front, quality products combined with excellent installation and finally, exceptional ongoing maintenance support to help our flooring last as long as possible. This new investment just further supports this commitment.”

With over 500 flooring surfaces installed, Hardwood Technology certainly has the planning and install of gymnasium floors well covered. And now with even more maintenance and refurbishment focus, they can really help schools to get far more life from these critical assets. Mark was recently asked to look at refurbishment of a hardwood floor he’d installed at Paraparaumu College 20 years ago.

“We hard sanded it, re-linemarked the courts and recoated it, and it looks amazing. It’s almost like we’d put a new floor in”.

Best of all, while the Hardwood team do love to bring their own flooring back to life, they are more than happy to look at maintenance and refurbishment of other hardwood floors.

For more about Hardwood Technology, visit our website at www.hardwood.co.nz.

New Zealand’s most experienced gym & sports flooring installers.

OUTDOOR COURTS

PERFORMING ARTS FLOORS

With over 25-years’ experience installing and maintaining sport and gym floors for schools across New Zealand, Hardwood Technology have seen and done it all. From timber to synthetic, elite to budget, talk to us about your flooring needs today.

Term 4, 2021 | schoolnews.co.nz

SPORTS & RECREATION

SEATING SYSTEMS

Phone: (09) 274 9712 Email: info@hardwood.co.nz Visit: hardwood.co.nz

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©Fractal Pictures - stock.adobe.com

Security!

By Heather Barker Vermeer Industry Reporter

Providing a safe place of learning is the number one priority for all schools. Beyond the physical, cyber security is an increasingly essential aspect of school life in the 2020s, with remote online learning having put extra onus on this over the past year.

Many schools choose to create their own security risk management plans and policies, sometimes with the support and advice of security consultants to do this.

Identifying security risks at your school and planning how to reduce these risks informs your unique security risk management plan. When creating this plan, schools should: First, audit and assess its security risks. The Ministry of Education can provide a security assessment tailored to a school if it is deemed to be at the highest risk of vandalism. (The five risks categories range from A, lowest risk, to E, the highest.)

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Keeping your school safe

Ranking security issues identified in the audit in their order of importance will allow schools to determine which actions need to be prioritised when writing a security risk management plan.

After the security audit and risk management planning has taken place, the school’s security policies should be drawn up.

Access policies, such as visitor policy, pedestrian and vehicle access should be adapted to fit with building and systems changes, as well as keeping up to date with digital developments.

Bespoke advice around security design, covering all security system requirements and options including alarms, CCTV, lighting and more can be provided by security consultants, with the MoE providing general advice.

In the case of a serious security breach, or spate of vandalism for example, the MoE will fund temporary security patrolling, but this needs to be paid for by schools if there is deemed a need for a permanent security presence.

Conferences and online events dedicated entirely to school cyber security are highlighting current cyber security trends and the risks they pose to our education sector; sharing

information that is particularly urgent, given the digital attacks New Zealand has experienced this year across sectors.

when required, and can also streamline how shared facilities like auditoriums, gyms, and resource rooms are utilised.

‘Distributed denial of service’ (DDoS) attacks has hit schools across the country during 2020/21 and schools need to become educated on how vulnerable they can be to these and what they can do to strengthen their defences.

Security consultants can help schools understand how to try to prevent online security breaches and the disruptions they cause but what some of the solutions are if they find themselves targeted.

“The key to a successful access control system comes down to working with a trusted manufacturer and security integrator who will implement a solution that considers what you are trying to achieve, why, and most importantly, the risks involved. With the worrying rise in cyberattacks against educational facilities, using an access control system that is backed by a responsible cyber vendor is essential for keeping your school secure.”

Industry expertise

On the benefit of security patrols, and their role in schools, Phil explained how they practically protect buildings and assets from theft and vandalism.

Phil Murphy, South Island Sales Manager for Gallagher, took us through his three guiding principles for schools considering security management: who, when, and where…

“Consider asking yourself – can your current security system monitor who enters your school grounds, through which access point, and when? The benefits of access control go beyond just opening and closing doors.

It provides an effective way to manage the flow of people, restricts access to areas

HEALTH & SAFETY

“Firstly, they provide a physical response to a security alert, most often derived from a monitored intruder alarm system. This ensures the school has 24/7 protection and immediate action can be taken should an issue occur. Secondly, security patrols ensure a school is physically secure every day and reduce the opportunity for unlawful entry, for example a classroom door being left unlocked.

P44 Term 4, 2021 | schoolnews.co.nz

Cloud beyond the classroom The popularity of cloudbased technology within schools across New Zealand has grown exponentially, with widespread classroom adoption of platforms including Google, Microsoft Office 365, and Microsoft Teams. Perhaps lesser known are the benefits that cloud-based technology can offer beyond the classroom to streamline school facility use and simplify security management.

Gallagher, a leading security manufacturer in New Zealand for over 20 years, identified the need to offer a cloud-based security solution that would give users the ability to easily manage the safety and security of their people, buildings, and assets - all from their smartphone.

Gallagher security for SMB

Term 4, 2021 | schoolnews.co.nz

meaning no one is needed onsite to check if the alarm has been set or the doors have been locked.

The Gallagher security for SMB solution allows schools to minimise security costs as it requires no onsite server or security expertise. An unlimited number of users can be added to the system and there is the option for flexible guard services to achieve maximum convenience for minimal expense.

Kāwhia School Principal Leanne Apiti with pupils

(Small and Medium Businesses) provides educational facilities with the freedom to manage their security from anywhere, anytime, with an easy-to-use app.

Being cloud-based, Gallagher security for SMB offers extensive benefits for schools, including the ability to grant access to multi-purpose spaces remotely.

Managed through the Gallagher SMB app, users can arm and disarm alarms and lock and unlock

doors remotely, for any facility across the school grounds - from the office and auditorium to pools and resource rooms. Allocated staff, contractors, and community groups can be given access to facilities via the SMB app, and when access is no longer required, it can be revoked immediately, removing the risk of keys not being returned or needing to change pin codes. Administrators can access the Gallagher SMB system 24/7 from their smartphone,

HEALTH & SAFETY

For Leanne Apiti, Principal of Kāwhia Primary School, the value that Gallagher security for SMB offers their faculty and students is clear. “With Gallagher SMB, you can choose to add people and grant them access to the security system and then you can take them off whenever you want to. I’m a person who uses my mobile all the time, so the Gallagher security solution just made sense.”

For more information, visit: security.gallagher.com/SMB

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P42 This continual monitoring can prevent issues, such as vandals breaking a water drinking tap outside of school hours, from going undetected for long, costly periods of time. Often enough, deliberate acts of vandalism like this can result in significantly more damage and higher costs in comparison to theft.”

“Security is so much more than just access control,” advocates Phil.

“Many schools I have visited are only utilising a fraction of their security system’s capabilities.

By conducting a comprehensive cost analysis specific to your site, you can uncover the farreaching and long-term benefits of investing in a robust security system. Cloud-based security systems enable schools to manage their access control and alarms directly from a phone app.

When a staff member leaves, you simply deactivate their access.

This means no more keys floating around that you can lose track of.

“While security can often be the last item on the agenda, investing in security solutions that keep people safe, reduce cyber security risks, and protect assets, is essential to creating an effective and protected learning environment.”

Hayden Flett, Solutions Manager at SALTO Systems Oceania, explained to us the two types of access control systems he sees in schools that he says pose significant risks, limitations and costs…

“The first are master key systems.

Mechanical keys can be lost, borrowed, stolen, and copied – they are also impossible to restrict by time or user. Audit trails cannot be produced for accountability, and rekeying locks because of lost keys can be a very expensive and timeconsuming exercise. The second system we see are electronic

key systems with no ‘smarts’ in the lock itself. A completely offline system, the locks cannot be controlled remotely or realtime. These systems are very limited in functionality – you cannot automate doors, nor effect an emergency lockdown which is often requested by schools. It’s therefore important that schools ensure that whatever system they choose, it can grow with their security needs and safety concerns.

“Schools often have very tight budgets, and a wide variety of access points that can be located in new, old and heritage buildings.

“Wireless locking technology, that does not require expensive and labour-intensive cabling, can meet all these challenges and more. These systems can also integrate with other security platforms such as alarms or CCTV, and even internal IT systems to manage user

identities with minimal fuss.

Sharing his top recommendation for schools, he added: “Traditionally, electronic access control (EAC) has been hardwired, so it can be very expensive to secure access points with the cabling needed for these solutions. As a consequence, schools are often under the misconception that only their perimeter can and should be secured with EAC. “The problem is that you will still need multiple credentials to access different areas of the school – this is not a one-card and convenient solution for users. Secondly, a typical school can have between 500-1000 doors, half of which are internal doors. The latest wireless access control solutions can easily and cost-effectively equip these doors in addition to exterior access points, adding complete and layered control to your school security.”

©Jana Lumley - stock.adobe.com

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HEALTH & SAFETY

Term 4, 2021 | schoolnews.co.nz

Secure and cost-effective: How wireless electronic access control benefits schools Losing keys is a major problem for schools. A school’s property is open to theft, damage, and loss caused by these events.

Organising for keys to be replaced, or rekeying and replacing locks is an expensive and timeconsuming exercise.

So how to manage access?

The alternative is electronic access control (EAC), but for many schools, the costs can be prohibitive because traditional hard-wired systems require doors to be cabled. This is expensive, difficult for older or heritage buildings, and often limited to perimeter security - so schools still have to juggle multiple credentials.

Thankfully, advances in electronic access control are putting the powerful capabilities of these systems within the reach of many schools. Smart access control platforms such as SALTO, leverage

Most importantly, schools may need to facilitate lockdowns or improve emergency egress. The faster they can be executed, the better protected the staff and students. Traditional locks, with physical keys held by only one or a few staff member(s), can endanger a safe outcome. EACs such as SALTO allow real-time response to an incident. Control can be given to individual teachers to lock their rooms, or the manager can instigate a campus-wide lockdown from a central control point.

wireless locking technology that does not require the expensive cabling of traditional hard-wired systems. This flexibility means a quick and simple installation that can be expanded in stages, as and when budgets allow.

Access can be granted or revoked quickly and remotely, and credentials can take a variety

of convenient forms such as cards, fobs, and smartphones.

EAC not only controls access but reports on it, giving full visibility of who has been (or tried to go) where. By making doors more intelligent by specifying when they lock, open, and for who, these systems also report on doors that have been left open or forced open by intruders or vandals.

SALTO has been supporting local schools for more than a decade. With over 800 installations in Australia and New Zealand, the system has a proven track record for greatly enhancing school security while simplifying operations.

Contact us today to learn more on 09 951 3065, info.oceania@saltosystems.com or visit www.saltosystems.co.nz.

SECURE YOUR SCHOOL WITH SMART ACCESS CONTROL Say goodbye to the headaches of managing physical keys with our keyless, wireless, and cost-effective solutions.

COVER EVERY ACCESS POINT Stand-alone or integrated into existing systems - there are options to suit every door, building and budget.

COMPLETE VISIBILITY & CONTROL Automate your campus by specifying when doors lock, open, for who and for how long.

REAL-TIME EMERGENCY RESPONSE Individual teachers can lock their rooms, or the manager can instigate a campus-wide lockdown from a central point.

COST-EFFECTIVE & EASY TO INSTALL Installed on doors with existing locks, so there’s no need for additional modifications or wiring. Perfect for retrofits or new builds.

Term 4, 2021 | schoolnews.co.nz

HEALTH & SAFETY

For more information, please call +64 9 951 3065 or email info.oceania@saltosystems.com www.saltosystems.co.nz

45

Playing it safe

School first aid essentials ©Jana Lumley - stock.adobe.com

By Heather Barker Vermeer Industry Reporter

Under the Health and Safety at Work (General Risk and Workplace Management) Regulations 2016, all employers have a duty to provide first aid in their workplace.

through to intermediate) by 2023.

The number of first aid qualified staff you require depends on the size of your school, and all must be qualified first aiders, holding a current New Zealand Qualifications Authority (NZQA) approved first aid qualification. All nominated

first aiders are required to keep their qualifications up to date with a certificate generally valid for two years.

First aid equipment and facilities should be easy for all workers to access in an emergency. Schools may need to provide first aid equipment

The Education and Training Act 2020 states that everybody who is involved in running a school has a responsibility for health and safety. First aid provision in schools is non-negotiable.

Schools across Aotearoa got behind St John’s push to introduce first aid to all schools, and the charitable trust now delivers emergency first aid training education across primary, intermediate and secondary schools, alongside its injury prevention programmes. To date, the ASB St John in Schools programme has been completed by more than 800,000 Kiwi students. Together with support from ACC, their goal is to deliver their training to one million New Zealand students (pre-school

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and facilities in various areas of the school, depending on its size and configuration.

Kits should contain basic equipment for use in attending to injuries, such as cuts, scratches, punctures, grazes and splinters, soft tissue sprains and strains, minor burns, broken bones, eye injuries, and shock. This means your school first aid kit should contain at least the following: disposable gloves, sterile saline solution (or some other means of cleansing wounds), safety pins, bandage clips or tape, sterile wound dressings, including sticking plasters, rolls of stretchable bandage, triangular bandage, scissors, tweezers, cold pack and a first aid manual.

It should also contain important numbers such as the National Poisons Centre phone number – 0800 POISON / 0800 764766 and Healthline 0800 611 116.

Industry perspective

© Matej Kastelic – stock.adobe.com

HEALTH & SAFETY

When it comes to first aid kits, First Training Managing Director Johanna Verheijen recommends that for any EOTC activities, school staff ask the following questions: Term 4, 2021 | schoolnews.co.nz

WE TEACH PEOPLE TO SAVE LIVES IN A FUN & INTERACTIVE ENVIRONMENT

First Aid for the School Environment (FASE) 4-hour course held at your premises at times to suit you. This is a cost effective course designed to give teachers confidence to cope with medical emergencies and accidents at school or on suburban trips. This fits with staff development and is based on Ministry of Education guidelines. © Prostock-studio - stock.adobe.com

“Have the students, staff, and helpers filled out an up-todate health form? For those with medical conditions, what are their triggers? The more information the better. Where is their medication? When do they expect to get better? When do they require medical assistance?”

“First aid certifications should be revalidated every two years to keep up-to-date with any changes and maintain skill and knowledge level. It is one of those things that you hope you will never need and it's always

unexpected.” Johanna adds: “Learning first aid is a life skill and courses give you confidence when it counts, though practical hands on scenarios, that are fun and interactive.

“For Year 11-13 students needing NZQA credits, a Workplace First Aid course covering the 6400, 6401 and 6402 standards is a must and looks really good on a CV. For students and teachers playing in the outdoors then an Outdoor First Aid course is a must. This covers NZQA unit 424.”

For further information and pricing for all first aid courses please email

team@first-training.co.nz or call us 0800 1ST AID

www.first-training.co.nz

New Sports First Aid Kit Innovative injury-specific concept

Features > Injury-specific compartments that are removable, designed to help you quickly respond to and treat injuries > A black sturdy carry bag with four drink bottle compartments and rubber feet for added protection > Clinically approved by St John. buy.stjohn.org.nz 0800 FIRST AID (0800 347 782) firstaidkits@stjohn.org.nz

buy.stjohn.org.nz Term 4, 2021 | schoolnews.co.nz

HEALTH & SAFETY

47

Throwing shade in a good way

By Heather Barker Vermeer Industry Reporter

Throwing shade isn’t something that’s generally encouraged in 2021 Kiwi vernacular, but in practical terms, it’s usually considered a good thing here.

Summer’s waiting in the wings and ensuring you’ve got your students covered is essential prep.

Providing shade in your outdoor area is the responsibility of the school board. The shade sails that became popular in the early 2000s are now frowned upon by the Ministry of Education, “because they bring both risks and costs”. The Ministry instead suggests, “Installing a veranda is another way of providing shade and can also create an outdoor learning area”.

Te Awamutu Intermediate – Image courtesy of Fresco Outdoor Living Solutions

Smart use of space is the goal when considering any property upgrades and fashioning a new outdoor classroom, or an extension to an existing one, and makes sense when providing protective cover.

Whether your building allows for

the over-capping of an existing decking area, has space to build a new covered veranda, add an awning, or your needs equate more simply to adding a removable, temporary shade solution for over the summer months, there is plenty to

consider in the planning. It’s not just the practicalities to think about, it’s the aesthetic.

There are many materials on the market, all with their pros and cons and all of which provide a very different look.

• All-weather canopies provide year-round protection.

• Covered walkways, sandpits, decking and playgrounds. ű %JQKEG QH VTCHƓECDNG TQQƓPI VKPVU YKVJ 99.9% UV protection.

• Outdoor curtains to enclose the space. ű 1YPGF D[ -KYKU DWKNV D[ -KYKU YKVJ NQECNN[ sourced materials.

Outdoor canopy specialists for shade and shelter Archgola™ has an unbeatable reputation for offering a quality all-inclusive package.

(WNN UGTXKEG QHHGT KPENWFGU CTTCPIKPI EQWPEKN EQPUGPVU EGTVKƒGF GPIKPGGTGF FGUKIPU VQ installing a cost effective, long lasting and high-quality solution for shade and shelter.

9G CTG GZRGTKGPEGF KP UEJQQN KPUVCNNCVKQPU CPF ECP OGGV VJG URGEKƒE TGSWKTGOGPVU QH the Ministry of Education design standards for shade structures.

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PROPERTY

Year-Round Protection for Learning and Play

0508 272 446 l archgola.co.nz

Term 4, 2021 | schoolnews.co.nz

Then there’s sustainability and environmental factors to consider when choosing your shade solution. Schools help lead the way and model good environmental decisions in the choices they make, so selecting a ‘green’ solution makes sense and can provide an enriching topic for classroom discussion.

For health advice and considerations when planning your shaded areas, the Cancer Society NZ has resources under its ‘SunSmart communities, schools and workplaces - Hapori Haumaru Ra, ngā kura, me ngā wāhi mahi’ banner. Check out sunsmartschools.co.nz.

Industry insights Speaking exclusively with us this issue, Fresco Shades’ school shade solution expert, Megan Cummins explained that schools should look for a solution that offers 99 percent UV protection: “Most do offer this, but look at the quality of the materials – what is the warranty? Ask for references.”

Archgola representative Katrina Evans provided us

Image courtesy of Fresco Outdoor Living Solutions

with some exclusive tips and recommendations for schools keen to install shade solutions: “Consider the design of the structure carefully. Is the location warm, sheltered, low light or windy? Is there an opportunity for good indoor-outdoor flow?

This will ensure you get lots

of use and benefit from the investment. Adding outdoor blinds means you can gain further protection from wind and rain. I also recommend obtaining a quote and design in the format required for funding approval.

“There is no one design as every school is different. That’s the

great thing with getting a canopy designed for your space. Schools often select bright colours for the framing, to help make the space look fun and to clearly show the posts to avoid little accidents. Clear PVC curtains are popular with schools to minimise the effect of rain.

Pinehurst School

Be SunSmart: 99% UV Protection

St John’s School Mairangi Bay

Sunnybrae Normal School

Dairy Flat School

Key benefits:

Outdoor Living Solutions

No need for sun hats under our canopies!

Fresco Shades have custom designed outdoor canopies for Auckland schools and pre-schools for 16 years.

A Fresco canopy provides sun and rain protection for students and staff alike.

v Extend your usable space v Shade in summer and sheltered areas for students all year round v Keep classrooms cooler in summer and increase productivity! v Strong PVC roof blocks 99% of all UV rays v Modern curved shape enhances any environment v Great for pools, walkways, entrances and school shops We have many delighted customers in the educational sector, and would be happy to provide references on request.

For an obligation free quote, please call (09) 443 3414 or

0800 Fresco (0800 373 726)

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Broadgreen Intermediate, Nelson – Image courtesy of Archgola Outdoor Shelters

Shade structures can be used as indoor-outdoor learning areas, to cover verandas, for outdoor play areas (sandpits, playgrounds, lunch areas), to cover school entranceways, and to provide protection for bike stand, etc.”

Schools often prefer to have canopies installed in the school holidays, Katrina noted. So, “make sure you allow plenty of time to complete planning and approval process to achieve this. Typically, once a quote is accepted it will take up to 8-10 weeks to manufacture the canopy. The installation time at the school takes 2-5 days depending on the size of the structure.”

Megan advised: “There are different types of structures: some are attached to the building, others are large and free-standing, used for netball courts, etc. Whatever the size, look at the type of material – mesh fabrics are not waterproof, polycarb is hard to clean, etc. Look for a material with manageable maintenance. Generally, the ones that need replacing are beyond cleaning, cracked, otherwise unsafe, or just not suitable for the school’s needs.”

more of an outdoor room and when close to classrooms can multitask as a covered walkway, play space, and learning area.

Schools often have existing outside seating – look for roofing material that cuts the glare!

When considering colours, she said that “schools tend to go for practical roofs such as white PVC that reflect the heat and glare.

Colours can come in with the framing, e.g., choosing a school colour to customise the look.

For schools looking to teach outside in shaded spaces, “using retractable sides creates

“Shade structures can also be used to link classrooms, creating a shared learning space.”

Some schools use shade sails over play areas as these can be bright and colourful

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Image courtesy of Archgola Outdoor Shelters

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and provide some shade, but they are not waterproof.

Roofing material also needs to be trafficable, e.g., polycarb can be hot to sit under and needs wire mesh underneath for safety reasons. PVC roofs don’t need wire mesh underneath, are practical, easy to clean and last the distance.”

Term 4, 2021 | schoolnews.co.nz

Three generations built

by Kiwis for Kiwis Our story begins in the small rural town of Feilding in the Manawatu.

the tight-knit engineering crew and are a living testament to the products that we supply.

Originally McKee Engineering in the late 70s and the first brainchild of William Douglas McKee aka ‘Doug’ we had a very diversified range of engineering products from furniture, strawberry washers, onion baggers and potato pickers to stock crates, milk cartons and all sorts of industrial equipment.

Each and every product is designed, critiqued, produced and tested in house to ensure that quality is the final outcome before we head to market and can confidently say along with the loyal following that we have established that’s why we are here today.

After a trip to the USA and seeing the new “it” way of manufacturing in Rotational Moulding Doug saw an opportunity to merge the two things together to expand business by taking design and production to the next chapter towards McKee Plastics.

The result of this trip and the work we were already doing in this space eventually led into building our own rotational moulding ovens and opened our doors to a

William Douglas (Doug) McKee with Tanya and Logan McKee

vast range of industries to supply roto-moulded plastic products.

In 1984 McKee Plastics was born, the strong manufacturing foundation is the same, however since then we have broken into different sectors, agricultural, public/civil, recreational and transport.

When we began moulding, we started with the iconic litter bins that to this day, spans the length of New Zealand in different

schools and councils and have since then moved into farming, forestry, roading, transport, and even water sports, our purpose for all products is that we make strong reliable equipment that is not only functional and user friendly but stands the test of time.

The team that we have built over the last 50 years of which a majority of those are still around to this day boast over 150 years of engineering experience between

We are a family business that has now bridged 3 Generations, grown a small garage repair shop to a thriving workshop and manufacturing plant. Over the last 50+ years we have helped thousands of New Zealanders and others further abroad with everyday problems by providing simple but reliable solutions many of which are still circulation being used to this day, we support New Zealand Manufactures and Small Businesses across New Zealand.

$288.50+gst POST OR WALL MOUNT INCLUDED ALSO DYNA BOLT OR INGROUND POSTS ARE AVAILABLE Available in a range of colors:

130L & 230L Wheelie Bins also available

McKee – Plastic Moulding Specialists 23 Mahinui Street, Feilding PH: 0800 625 826 sales@mckeeplastics.co.nz www.mckeeplastics.co.nz

Term 4, 2021 | schoolnews.co.nz

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Two great thirst quenching solutions,

ONE

school of thought.

For teachers and students with more than a thirst for knowledge the answers are quite academic; two great thirst quenching drinking systems from our extensive range.

Boiling and chilled drinking water on tap Highest capacity units available - easily cope with school staff breaks

No noise or unsightly cupboard vents - easy to retrofit Most compact & energy-efficient units in their class Over sink, or separate drained drip tray Only brand to achieve Gold Global Greentag certification

Bottle fillers and drinking fountains Fully sensor-operated touch-free models available Combination models available Green ticker counts bottles saved from going to landfill Vandal resistant options Indoor/outdoor options

And we’re not just giving ourselves top marks, here’s what some enlightened clients think!

Christine Mackie, Palmerston North Boys’ High School

...with close to 200 students in our hostel, we never run out of hot or cold water during meal times.

Todd Hoar, Samuel Marsden Collegiate School

This is great for the environment as well as being safe due to the auto sensor, meaning no buttons are needed to be touched when refilling your own bottle.

Check out full testimonials from some very satisfied clients on our web site. www.merquip.co.nz/About+Us

Proudly supplying NZ schools with drinking water systems www.merquip.co.nz | 09 636 0 636 | info@merquip.co.nz