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Annual Report year ended 31 December 2009


Te Aho o te Kura Pounamu Tākiri mai Tēnei Aomārama Ka tuhi ra Tēnei Aotūroa ā Toi o ngā rangi e He kahurangi mo Te Aho O Te Kura Pounamu Kōrihi mai Tēnei manu tīori Toiere rā Tēnei wai tuitui ā Toi o ngā rangi e He kahurangi mo Te Aho o Te Kura Pounamu Ngā rangatira e ngā mana ngā hau e whā Hākari mai ēnei hua mātauranga Paetāwhiti e Te kāinga ō mātiro Ngā pae tata e Whakamaua kia tina TINA! ā Toi o ngā rangi e He kahurangi mo Te Aho o Te Kura Pounamu


Te Aho o Te Kura Pounamu The Correspondence School 11 Portland Crescent, Thorndon, Wellington, New Zealand Private Bag 39992, Wellington Mail Centre, Lower Hutt 5045 New Zealand Telephone: 0800 65 99 88 www.tekura.school.nz ANNUAL REPORT 2009

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Key

points

2009

»» Te Kura received a very positive report on the 2009 review

visit by the Education Review Office (ERO). ERO noted that substantial shifts have been made in developing open, collaborative ways of working across the school, and the quality of many aspects of programme provision is high. ERO also found that many strategies to promote engagement and success for Māori students are underway, with some already well established.

»» In 2009, three new places were filled on our Board of Trustees,

reflecting the school’s connections with our very diverse student community: Don Blakeney and Jacky Stafford from the school’s community, and Central South Regional Manager John Nisbet as the staff member on the Board of Te Kura. »» We celebrated the opening of new regional offices in Auckland

and Hamilton, paving the way for the appointment of team leaders and teachers to these locations.

»» ERO’s separate report on our early childhood service noted

that teachers nurture parent capability and confidence in supporting their children’s learning, and are continually working to improve how they meet the diverse needs of students on our roll. »» A new strategic plan for Te Kura was developed in 2009. The

strategic plan represents our thinking over the past two years regarding the role and direction of the school and was shaped by input from staff and external stakeholders. The plan is based on a continued focus on strengthening our regional presence, delivering personalised and authentic learning, and improving student presence, engagement and achievement. »» For the first time, comprehensive data on the achievement

of our Māori students from years 1 to 13 provided a solid evidence base for discussion and planning. While overall the data showed a slight improvement for Māori students entered for NCEA, it highlighted the need for different approaches for Māori students, who continue to achieve at lower levels than non-Māori. »» Staff from across the school contributed to the development

of the school’s new Māori name – Te Aho o Te Kura Pounamu – and the new school waiata which celebrates it. With its reference to connecting students with learning, our new Māori name combined with our new logo better reflects the role we play within the education sector, our students and our vision for their achievement.

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»» A comprehensive evaluation of the Manawatu Project, which

saw Te Kura working in partnership with the Ministry of Education and schools in the Manawatu and Feilding areas, showed the project was highly successful in re-engaging students who were at risk of being alienated or excluded from their local school. Further pilot projects were developed in Northland, Tauranga and Wanganui, each trialling different ways of working with students and their families and building stronger community connections. »» To support dual-enrolled students in their learning, we

appointed relationship coordinators to each regional office, to work directly with those students’ schools and other education providers. »» Significant progress was made during 2009 on a project

established to tender for, select, and implement three key computer systems – a student management system, learning management system and electronic document and records management system.


Nga Kaupapa Matua 2009

»» Nō muri mai i te toronga mai a Te Tari Arotake Mātauranga

(ERO) i te tau 2009 ka whakawhiwhia a Te Kura ki tētahi ripoata tino pai rawa atu. Ki tā ERO titiro nui kē ngā ekenga kua tutuki hei whakawhanake tikanga – areare nei, mahi ngātahi nei hoki – huri noa i te kura. Waihoki rā, he puhitaioreore te kounga o ngā āhuatanga maha o te whakarato hōtaka. Ko tā ERO i kite atu ai hoki kei te pai haere te maha – kua whenua noa hoki ētahi o ngā rautaki hei toko ake i te kuhunga mai me te angitu o ngā ākonga Māori. »» E ai ki te ripoata motuhake a ERO mō tā mātou ratonga

kōhungahunga ka whāngai ngā kaiako i te āhei me te ngākau titikaha o te hunga mātua ki te tautoko i te mahi ako a ā rātou tamariki, ā, hoki atu, hoki atu, ka mahi rātou ki te whakarākai ake i ngā tikanga e tutuki pai ai ngā matea o ngā ākonga kei runga i tā mātou rēhita. »» Nō te tau 2009 i whakatakotoria tētahi mahere rautaki hou

mā Te Kura. Ko te mahere rautaki te kanohi kitea o ō mātou whakaaro i ngā tau e rua kua mahue ake nei e pā ana ki te tūranga me te aronga o te kura, ā, i tāraia ki ngā kōrero a te hunga kaimahi me te hunga whai pānga nō waho i te kura. Ko te pūtake o te mahere kia hāngai tonu ki te whakakaha ake i tā mātou tū i roto i te rohe nei; kia whakarato akoranga whai aro, tūturu hoki; kia whakapai ake i te tū, te kuhunga mai, me ngā whakatutukitanga a te ākonga.

»» Nō te tau 2009 e toru ngā tūru i whakakīia i runga i tō mātou

poari, arā, ko te Board of Trustees, hei whakaatu i ngā hononga maha ki tō mātou hapori ākonga tino kanorau te hanga: ko Don Blakeney rāua ko Jacky Stafford nō te hapori o te kura; ko John Nisbet (kaiwhakahaere mō te rohe e kīia nei ko Central South) hei kanohi kaimahi ki te poari o Te Kura. »» I whakanuia e mātou te whakatuwheratanga o ngā tari hou

ki ngā rohe o Tāmaki Makaurau me Kirikiriroa, hei whakapara i te huarahi kia whakatūria ai tētahi tira kaiārahi, kaiako anō hoki ki ēnei wāhi. »» Nā te arotake i te kaupapa e kīia nei ko te Manawatu Project

he kaupapa i mahi tahi nei a Te Kura me te Tāhuhu o te Mātauranga me ngā kura o Manawatu me Feilding i kitea ai he tino angitu rawa atu te kaupapa nei ki te whakakuhu anō i ngā ākonga ka tūpono pea ka noho mōriroriro – noho aukati atu rānei i tō rātou kura. I whakarewahia ētahi kaupapa whakatauira ki te Taitokerau, ki Tauranga, ki Whanganui hoki – me te mahi a tēnā rohe, a tēnā rohe ki te whakamātau i ētahi huarahi motuhake hei mahi tahi me ngā ākonga me ō rātou whānau, hei whakakaha hoki i ngā honohononga o te hapori. »» I whakatūria e mātou ētahi kaiwhakarite hononga ki ia tari

ā-rohe hei tautoko i ngā ākonga kua rēhitatia tōrua nei, ā, kia mahi tahi me ngā kura o aua ākonga me ētahi atu kaiwhakarato mātauranga.

»» He tuatahitanga tēnei kua puta ētahi raraunga whānui mō

ngā whakatutukitanga o ā mātou ākonga Māori mai i ngā tau 1–13 kia noho ai hei taunakitanga whai kiko hei kōrerotanga, hei whakatakoto mahere hoki. Hui katoa, i whakaaturia e aua raraunga te pikinga o ngā ākonga Māori e kuhu atu ana ki roto i te NCEA, ka tīpakohia hoki te matea me rerekē te karawhiu mā ngā ākonga Māori – he hunga kei ngā rekereke tonu, ā, kāore anō kia eke ki tā Tauiwi whakatutukitanga.

»» Nō te tau 2009 he hua nui i puta mai e pā ana ki tētahi

kaupapa i whakatūria hei tono atu, hei whiriwhiri, hei whakatinana hoki i ētahi pūnaha rorohiko tino whakahirahira, arā, he pūnaha whakahaere ākonga, he pūnaha whakahaere ako, he pūnaha whakahaere pepa ā-hiko – pupuri kōrero hoki.

»» I whai wāhi ngā kaimahi katoa huri noa i te kura i roto i te mahi

whakawhanake i tētahi ingoa hou mō te kura, arā, ko Te Aho o Te Kura Pounamu – me te waiata hou o te kura e whakanui ana i taua ingoa hou. I runga i te āhua o te ingoa nei e pā ana ki te whakahono i te ākonga ki te mahi ako, nā te noho tahi o te ingoa me tā mātou tohu hou i pai ake ai te whakaatu i tā mātou mahi i roto i te rāngai mātauranga, ko wai ō mātou ākonga, me tō mātou tirohanga mō ō rātou whakatutukitanga.

ANNUAL REPORT 2009

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Contents

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1

2

Chair’s

report

2

te kupu a te heamana

3

3 Governance

4

Chief

executive ’s report

te kupu a te kaihautu

te poari whakahaere

4 Operating

environment

6

te tirohanga whanui

5 Strategic

10

14

16

8 Achievements

20

6

environment

te tirohanga rautaki

Maori

student achievement

nga paetae o nga akonga maori

7 Statement

of service performance

te tauaki whakatutukitanga ratonga

nga mahi kua oti

9 Financial Statements

52

nga purongo putea

ANNUAL REPORT 2009

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1 Chair’s

report

te kupu a te heamana

It is with pleasure that I present the 2009 annual report for Te Aho o Te Kura Pounamu – The Correspondence School. Early in 2009 the Minister announced three new places on our Board of Trustees: two to be filled from within the school’s community, and a third to be elected from among the staff of Te Kura. Don Blakeney and Jacky Stafford were appointed by the Minister and joined the Board in May. Central South Regional Manager John Nisbet was elected as the staff member on the Board in June. All three bring a valuable perspective to the Board and reflect the connections Te Kura has with our very diverse school community. I would like to acknowledge the significant contribution made to the Board by Russell Ballard, who retired from the Board in September. Dr Ballard joined the Board in 2004 and played a key role in the school’s improved financial position and the development of a sustainable funding model for the school. I thank him for his invaluable contribution to Te Kura during this time. The highlight of the year was a very positive review by the Education Review Office (ERO). The review focused on four key areas: planning and review; student engagement; success for Māori students; and early childhood. In its findings, ERO noted that substantial shifts have been made in developing open, collaborative ways of working across the school, evidenced in high staff morale and increased understanding of our vision for the future. It found the quality of many aspects of programme provision is high, with many teachers demonstrating sound practice that incorporates their knowledge of their students’ needs, aspirations and interests. ERO found that many strategies to promote engagement and success for Māori students are underway and some are well established. In a separate report on our early childhood service, ERO noted that our staff nurture parent capability and confidence in supporting their children’s learning, and are continually working to improve how they meet the diverse needs of students on our roll. We were pleased to note ERO’s comments on these and other significant areas of improvement across the school. Future reviews of Te Kura will be carried out as part of ERO’s regular review cycle. A number of capital improvements at the school’s Portland Crescent site were underway during 2009, including replacing carpet tiles on all three levels, repainting the exterior of the building, minor renovations of the library, refurbishment of the main entry/reception area, and renovation of the main kitchen and adjacent courtyard. Replacement of the roof and dormer

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windows began in December and is expected to be completed in May 2010. These works represent a significant investment by the school and the Ministry of Education into the school’s main Wellington site, which accommodates around 330 teaching and specialist staff. The year also saw the development of a new strategic plan for Te Kura. The strategic plan is the culmination of much consideration and discussion over the past two years regarding the role and direction of the school, and was developed with input from staff and external stakeholders. The plan is based on a continued focus on strengthening our regional presence, delivering personalised and authentic learning, and improving student presence, engagement and achievement. In developing the plan, the approach taken was to focus on the knowledge and experiences of the school, taking the best from the past and present to build a pathway to the future. This approach is also reflected in the new Māori name for our school – Te Aho o Te Kura Pounamu – and school’s new logo. Te Aho o Te Kura Pounamu refers to connecting students with learning, although there is a wealth of meaning behind the name. We believe this new name better reflects the role we play within the education sector, our students and our vision for their achievement. Combined with our updated logo, which incorporates a section of the koru graphic from our previous logo along with ‘The Correspondence School’, the name conveys the growth and development that has taken place at the school in recent years and builds on the connections that key groups – particularly students, their whānau and communities – have with the school.

Patricia McKelvey CNZM MBE


2 Chief

executive ’s report

te kupu a te kaihautu

Our focus for 2009 was on embedding our new regional structure and new ways of working with our students, while at the same time progressing several significant projects across the school and managing continuing growth in roll numbers. The school’s regionalised approach to learning delivery was extended further with the opening of regional offices in Auckland and Hamilton, paving the way for the appointment of teachers to these locations. Relationship coordinators were appointed to each regional office, to work with schools and providers with dual-enrolled students to support these students in their learning. As part of increasing our regional presence, the Board approved a proposal to establish four regional reference groups, one in each region, to promote and provide opportunities for two-way communications between Te Kura and parents, supervisors, teachers, students and the community, including whānau, hapu and iwi groups. Our delivery of personalised learning was enhanced with the full implementation of Te Ara Hou, an integrated programme for students in Years 7–10 personalised to students’ needs, interests and goals. The programme has seen increased levels of engagement with students since it was developed in 2008. A select group of Te Ara Hou students was also involved in Connected Kids, a pilot initiative to extend the availability of online learning by providing reconditioned computers with Internet connections for students who would otherwise be unable to access our online learning environment. 2009 also saw the development of several pilot projects aimed at getting closer to our students and building stronger connections with students, their whānau and community. The projects in Northland, Tauranga and Wanganui involved different ways of working with students and their families. Each project will be evaluated in 2010 to identify successful elements that could be applied in other areas. A comprehensive evaluation of the Manawatu Project, in which Te Kura worked in partnership with the Ministry of Education and schools in the Manawatu and Feilding areas to keep students connected with learning, showed the project was highly successful in re-engaging students who were at risk of being alienated or excluded from their local school. Significant progress was made during 2009 towards the implementation of three key computer systems – a student management system, learning management system and electronic document and records management system. These projects will continue to be a focus in 2010.

Our student roll continued to grow during 2009, led by a continuing increase in the number of young adult students enrolling with Te Kura. Additional learning advisors have been appointed to provide support and guidance to these students. A highlight for me in 2009 was the development of the new Māori name, Te Aho o Te Kura Pounamu, or Te Kura for short. Staff from across the school contributed to the name and to the composition of a school waiata called Te Aho o Te Kura Pounamu. The common meaning of aho is rope or line, with the more traditional meaning being about genealogy and connecting back to history and our ancestors. Aho can also mean radiant bright light and open space – concepts in keeping with the school’s drive to equip our students with the knowledge and skills they need to succeed as 21st century citizens. Te aho opens up new worlds as we connect with our students in cyberspace and through the virtual environment. While the modern and most commonly used meaning of kura today is school, it also means knowledge and the concept of knowledge. Other meanings of kura include ornamental, treasure, red, and glowing – all of which suggest intrinsic value. Pounamu is the end result of the geological transformative process, so pounamu is a treasure, whether rough or polished. Our students can be compared to greenstone, a treasure undergoing transformation through learning. The link to te aho means the pounamu has a whakapapa, so our life experience has a whakapapa to it – wherever we go we take that story with us. Pounamu also connects us: ‘Te Ara Pounamu – follow the greenstone path of education.’ As the saying suggests, pounamu is global, transportable and can link us into the 21st century and beyond.

Mike Hollings Chief Executive

ANNUAL REPORT 2009

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Governance te poari whakahaere

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3 Governance te poari whakahaere

Te Kura is governed by a Board of Trustees, the composition of which is determined by the Minister of Education in accordance with section 95 of the Education Act 1989. The Board was appointed by Gazette notice on 30 September 2004, which stated that it was to be constituted by a chairperson and up to six members appointed by the Minister of Education. In May 2009 the Minister of Education announced the appointment of two new members, Don Blakeney and Jacky Stafford, and John Nisbet, a Te Kura staff member, was elected in June 2009. The Chair and five Board members were reappointed in September 2009. The Board is supported by the Risk Assurance Committee and the Employers Committee, which between them deal with much of the detailed work prior to consideration by the Board.

The following table details the term of office for each current Board member: name

term expire s

Patricia McKelvey (Chair) – reappointed September 2009

September 2011

Wayne Bainbridge – reappointed September 2009

September 2012

Don Blakeney – appointed May 2009

September 2012

Roger Drummond – reappointed September 2009

September 2011

Carol Moffatt – reappointed September 2009

September 2012

John Nisbet (Te Kura staff member) – elected June 2009

June 2010

Nori Parata – reappointed September 2009

September 2012

Jacky Stafford – appointed May 2009

September 2012

Roger Taylor (Deputy Chair) – reappointed September 2009

September 2011

The Board is supported by two committees, which deal with much of the detailed work prior to consideration by the Board: risk as surance committee

employer committee

Roger Taylor (Chair)

Roger Drummond (Chair)

Roger Drummond

Wayne Bainbridge

Carol Moffatt

Nori Parata

John Nisbet

Patricia McKelvey (ex officio)

Patricia McKelvey (ex officio)

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Operating environment te tirohanga whanui

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4 Operating Environment te tirohanga whanui

Te Kura is New Zealand’s largest provider of distance education in the early childhood and compulsory education sectors. It also provides education programmes for adult learners returning to qualifications-based learning. Te Kura was established as the Correspondence School in 1922 to provide primary level education for 83 students living in remote areas. Expansion in 1929 allowed the extension of services to secondary students. Since then, the school has grown and developed to meet the changing demands placed on it as its role in the national education system has evolved. Students and community The circumstances of the school’s students are many and varied. They are as diverse in age, ethnicity and location as they are in terms of their educational needs and the levels of support available to them. At any one time, around 14,000 students are enrolled at Te Kura. While most are of secondary school age, the school’s students range from pre-schoolers to adults and live in all regions of New Zealand and overseas. Te Kura must provide for the learning needs of all its students and address the expectations of their learning supervisors, families and whānau. The school’s roll ranges from those who are geographically isolated, itinerant or living overseas to the increasing numbers of students in urban areas for whom education provided through Te Kura is the best current option. This group includes students who have been alienated or excluded from a face-to-face school, those who have been referred by Group Special Education because they have psychological or psycho-social needs, young parents, and students who have been referred by Child, Youth and Family. Together, this group of students makes up 68% of our full-time primary and secondary roll. Te Kura responds to the diversity of student needs by delivering personalised learning and pastoral support within a regional structure. During 2009 we have greatly enhanced our regional presence, concentrating on embedding new ways of working into our culture, systems and processes to ensure maximum benefit to our students. While working to become more responsive and effective for all our students, Te Kura acknowledges a particular responsibility to our Māori community. In 2009, the school’s Māori students made up 27% of full-time primary and 45% of full-time secondary enrolments.

Regionalisation of the school’s teaching staff and a greater staff presence in the regions together offer increased opportunities for Te Kura to work in partnership with Māori groups and iwi to support the achievement of Māori students. Our focus is on working with students, their families, whānau and communities to to help our students achieve their potential. Te Ara Hou, the school’s integrated learning programme for students in years 7 to 10, engages them in learning that is relevant and responsive to their individual needs. Student Education Plans (SEPs) record each full-time student’s aspirational personal goals, agreed through negotiation between the teacher, their student and supervisor. Regular review of a student’s SEP measures progress made and provides the opportunity for setting new goals. Across Te Kura, learning advisors are in regular contact with students and their families to offer advice and support. Regional staff establish and nurture connections with schools, agencies and community groups available to support the learning of Te Kura students in their locality. By working together we can be more effective in helping our students achieve their potential. Events and achievement days for students, organised by staff located in the same region as their students and families, provide opportunities for face-to-face contact. These events help the school’s students develop their practical work, social and relationship-building skills within a supportive local context. Programmes for learning supervisors are designed to enhance the skills they use when working with their students. Te Kura has a substantial number of dual-enrolled students from primary and secondary schools, enrolled for curriculum adaptation or extension. Through these enrolments Te Kura has developed solid working partnerships with most of the country’s primary and secondary schools. Each of these partnerships is based on a Service Level Agreement (SLA) that formalises each party’s responsibilities for the student’s education. In 2009 Te Kura created additional positions so that each of the four regions now has its own relationship coordinator to liaise locally with dual-enrolling schools. While early childhood enrolments encompass a diversity of lifestyle and socio-economic background, they continue to be drawn mainly from rural areas. Most of these students go on to attend their local primary school. The school’s adult roll rose again in 2009, mainly due to the increase in enrolments by young adult students. Young adult learning advisors provide specialised support for this group.

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Enrolment type

2009 student

Enrolment category

cumulative enrolments * Early childhood

978

Full-time

Year 1–6

511

Full-time

603

Dual

41

Fee payer

1425

Full-time

3876

Dual

80

Fee payer

2187

Full-time

7224

Dual

171

Fee payer

Adults

6467

Including 4263 Young Adult enrolments

Department of Corrections (adults)

940

Year 7–10

Year 11–13

Total

24503

*These figures represent cumulative enrolments throughout 2009, not a count of students.

» Funding and enrolment Te Kura is funded by way of an annual grant from the Ministry of Education in accordance with section 81A of the Education Act 1989. Funding is based on student engagement. The resourcing notice from the Ministry of Education stipulates the funding to be provided to the school. The enrolment of students is governed by sections 7 and 7A of the Education Act 1989. The enrolment policy is agreed between the Ministry of Education and the Board of Trustees and is published by Gazette notice. Students who meet the policy criteria may enrol as government-funded students. Other students may enrol as fee-paying students.

Organisational structure Te Kura is organised into three wahanga – Learning Delivery, Design and Quality, and Capability Services – each led by a Deputy Chief Executive (DCE) reporting to the Chief Executive. Learning Delivery is responsible for the school’s teaching and learning and for students’ in-region pastoral support. This wahanga is organised into four regional, cross-disciplinary teams that are aligned with the Ministry of Education regional offices – Northern, Central North, Central South and Southern – to promote greater collaboration with the Ministry at a regional level. Teachers work in multidisciplinary teams to promote better understanding and engagement with students, creating an environment conducive to improved student achievement. The Design and Quality wahanga supports effective teaching through curriculum leadership and development and has schoolwide responsibility for the assessment of years 1 to 13 students and for leading, developing and coordinating e-learning. It also has responsibility for the production and distribution of learning materials to Te Kura students. Capability Services provides the school’s corporate support structure. Its functions include enrolment services, facilities and procurement, finance, human resources, information resources, and organsational performance, planning and reporting. The Chief Executive and the Board are supported by the Chief Advisor in the Chief Executive’s office. Together, the Chief Executive, the three DCEs and the Chief Advisor make up the Senior Leadership Team, with individual and collective responsibility for achieving the objectives and outcomes of the Annual Plan. Each senior manager has accountability for specific areas of activity, management of resources and leadership of people and projects. Deputy

chief executive design and quality

Deputy

Chief Executive

chief executive learning delivery

Deputy

chief executive capability services

Chief

advisor to chief executive and board

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Equal Employment Opportunities (EEO) programme The school’s first report on its EEO programme provides a snapshot of staffing at Te Kura at the end of the 2009 calendar year. The report provided to the school’s Board of Trustees has established a benchmark for ongoing reporting to support identification of trends and appropriate responses. The format of the Equal Employment Opportunities Trust toolkit guided elements of the report, which includes information on gender, age and ethnicity of Te Kura staff. The report excludes data on teacher aides, relief teachers, temporary employees and contractors. Such staff are generally employed for very short periods of time and including their data would disproportionately affect the information presented. The total number of permanent and fixed term staff at 31 December 2009 is 624. The average age of staff at Te Kura is 48 with the median age being 53. This compares with an average age of 44 for all teachers in New Zealand. The age of the school’s workforce is generally older than the NZ workforce. This could be attributable to the previous practice of employing teaching staff who have demonstrated significant experience in a classroom environment. There is little difference between the age distribution of male and female employees. The school’s employee gender mix is 72% female and 28% male. The general workforce gender mix in New Zealand is more balanced, being 51% female and 49% male. There is little difference in the percentage distribution of permanent job offers at Te Kura made to males or females, with more than 75% of staff employed on a permanent basis. Of staff in management positions, 60% are female. Management positions are defined in the report as those from the Chief Executive down to staff who report directly to a DCE, excluding Executive Assistants. Te Kura does not currently require employees to provide ethnicity information and therefore the data included in the report is based on information relating to 75% of current permanent and fixed term staff. Te Kura aims to have the ethnic profile of its employees match as far as practicable the enrolled student ethnic profile. Where Te Kura staff have reported their ethnicity the report shows 7% of staff recorded as Māori. This is in contrast to the recorded ethnicity of all Te Kura students, where 31% identify as Māori. The ethnic diversity of Te Kura employees is a reasonable match with the general New Zealand workforce, although all the minority groups are slightly underrepresented.

Location and regional services The school’s central operations are based in Wellington, housed in two separate sites in Thorndon and one in the central city. A complex inventory, distribution and delivery system for student learning materials is managed from the school’s warehouse in Petone. Te Kura is now also represented in regional offices in Auckland, Christchurch and Hamilton, which provide a base for the region’s kaiārahi, local liaison teachers, and a number of subject teachers. Kaiārahi are the school’s key contact for stakeholders in the regions. They work with communities, including schools, alternative education providers and government agencies, coordinate regional initiatives, and ensure local teaching staff have the leadership and support they need. Kaiārahi manage a team of liaison teachers in each region who provide support and guidance to students and their whānau. In each region a relationship coordinator, reporting to the kaiārahi, works alongside schools and other providers to enhance the service delivered to our dual-enrolled students.

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Strategic environment te tirohanga rautaki

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5 Strategic

environment

te tirohanga rautaki

The strategic environment within which Te Kura operates is shaped by the government’s national education strategies and initiatives, and by changes and innovations in the education sector, the wider public service and New Zealand society. In particular, the following significant documents together influence the school’s delivery of education: The Schooling Strategy 2005–10, with its goal of all students achieving their potential; Secondary Futures, whose five themes form the basis of how New Zealand can provide learning so that young people are more successful in the future; Pathways to the Future, Early Childhood Strategic Plan 2002–2012; the Ministry of Education’s Special Education Policy; the New Zealand Disability Strategy; Ka Hikitia, Managing for Success: the Māori Education Strategy 2008–2012; Enabling the 21st Century Learner, the e-learning action plan for schools 2006–2010; and the New Zealand Curriculum 2007. During 2009 a new strategic plan was developed for Te Kura. This document, Strategic Plan 2010–2012, Students First – The Next Three Years, is based on a continued focus on strengthening our regional presence, delivering personalised and authentic learning. As in recent years, our three strategic goals remain student presence, engagement and achievement – the focus of everything we do. The intent of the strategic plan is conveyed through our:

Vision: Our students achieve their potential Purpose: We provide our students with anytime, anywhere personalised learning Strategic theme: Students First

The plan is based on a continued focus on strengthening our regional presence, and delivering personalised and authentic learning. As in recent years, our three strategic goals remain student presence, engagement and achievement – the focus of everything we do. In order to achieve the strategic goals, Te Kura has identified key changes it wants to make over the lifetime of the plan. These are presented as the plan’s three strategic priorities: »» Fully integrated regional teaching and support services for full-time students »» Authentic and engaging learning experiences for full-time students »» A distinct service delivery model for dual students targeted at their specific needs. The plan also identifies three enabling strategies to support the achievement of our strategic goals and priorities as well as our core delivery of teaching and learning. These enabling strategies are: »» Engage, develop and support Māori learners to succeed as Māori »» Become a leader in e-learning and utilise technology effectively throughout the school »» Ensure our people, systems and processes are adaptive, responsive, and capable of achieving our goals. The 2009 Annual Report is presented in the context of the school’s vision that our students achieve their potential. This vision underpins both our contribution to the government’s overarching education sector outcome and our focus on the strategic goals of increased student presence, engagement and achievement. The strategic priorities and key enablers of the school’s strategic plan 2010–2012 support that focus. Focus for 2009 The overarching outcome for the education sector is to establish a world-leading education system that equips all New Zealanders with the knowledge, skills and values to be successful citizens in the 21st century. The school’s vision of our students achieving their potential links directly to this sector outcome and the primary contribution made by Te Kura in 2009 has been through our core role of providing for student participation or presence, engagement and achievement.

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Presence for our students refers to the state where they are ready and able to learn. For this to occur, potential students, schools and other referral agents need to be aware of the ways we can support and facilitate student learning and achievement. We have worked to ensure our enrolment processes are quick and responsive to students’ needs and to make our courses relevant for our students and reflective of the diverse range of their interests, aspirations and needs. By student engagement we mean the state where our students are actively involved in their learning programmes. For this to occur, students’ learning programmes need to be personalised and delivered in ways that are relevant and meaningful for them as 21st century learners. We have worked to enhance student engagement by effectively working with students, their families, other agencies and community groups to maximise the use and value of the potential resources available. Achievement is demonstrated when students are making measurable progress towards their individual goals and attaining national qualifications. In 2009, we concentrated on embedding the new ways of working into our culture, systems and processes to ensure maximum benefit to our students. We focused on: »» Personalising learning to make learning authentic »» Improved achievement of Māori and other students »» Strong regional and community relationships »» New key computer systems »» Delivery of integrated teaching to students in Years 7–10. Personalising learning to make learning authentic Personalising learning has continued to drive how we develop learning programmes for our students. Our investment in ongoing professional development on evidence based practice supports regional teams of teachers to use information they have about students to develop and adapt programmes to meet students’ needs. During 2009 we have studied evidence from the Big Picture Learning community and several of New Zealand’s leading education researchers which points to a stronger focus on students learning to create their own new knowledge, as opposed to the previous emphasis on acquiring existing knowledge. This evidence has motivated Te Kura to explore how we can be more effective in delivering true, or authentic, learning for our students. Such learning takes place when each

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| ANNUAL REPORT 2009

student is an active participant in their education and their learning is personalised by learning advisors, whānau and, for older students, mentors in the community. Authentic learning is a change in approach to teaching and learning which supports the New Zealand curriculum and the key competencies. The underpinning philosophy is ‘one student at a time’, supported by a programme of learning personalised to respond to the student’s interests and needs, in a real world context. It begins at early childhood, where students are learning and gaining skills by doing, and continues through years 1–10 to prepare students for learning through internships in the real world of work during years 11–13. At all levels, students work with their Learning Advisor to help create their own curriculum – one which is relevant to the real world and which reflects and expands their interests and aspirations. Our work to make students’ learning authentic has gone hand in hand with the development of partnerships and relationships with other educational providers and community groups. The value in working effectively with tertiary and industry providers has been to provide our senior students with opportunities to participate in authentic learning through Secondary Tertiary Alignment Resource (STAR) courses, enrol in a Tertiary Link course, or have the opportunity to learn on the job through the Gateway programme. e-Learning extends the opportunities for personalising learning and supporting authentic learning. We know that e-learning can provide us with many ways to connect with our students and engage them in learning. To improve the situation for many of our students with no or limited connectivity we have worked to establish community relationships that provide students with access to safe and reliable connectivity. Because our teachers also need to have the confidence and capability to engage in e-learning we have continued to deliver school-wide professional development on e-learning. Improved achievement of Māori and other students We are focused on improving the achievement of all of our students. While some of our students perform very well, the majority of our students do not reach their potential. The implementation of the school-wide assessment strategy has enabled Te Kura to access reliable and valid information about student engagement and achievement. We have applied this information to support the achievement of our students by making the school more accessible, engaging and relevant to them.


The school’s Māori Learners’ Success implementation plan has been a focus in 2009. It recognises the vast potential and cultural wealth in all learners and challenges Te Kura to work effectively with learners within their unique contexts to support their achievement. Strong regional and community relationships Strong community connections are a vital feature of the way we work. By creating stronger collaborative relationships with students, schools, families, iwi and other agencies we are building a learning infrastructure that engages the resources of the community much more comprehensively. Our in-region work with schools, agencies and community groups in supportive face-to-face contact with our students has been aimed at enabling a meaningful education and pastoral programme to be wrapped around them. New key computer systems Te Kura has made significant progress during 2009 on a project established to tender for, select, and implement three key computer systems. These are: »» a student management system which will store and manage students’ details »» a learning management system containing the learning objects which collectively form the portfolio of teaching materials available to our teachers. This system’s additional value lies in its ability to provide a dynamic online workplace in which learners and teachers can interact at a distance. »» an electronic document and records management system which will allow Te Kura to efficiently capture and organise institutional documents and records and meet the requirements of the Public Records Act 2005. Delivery of integrated teaching to students in years 7–10 In 2009, students at years 7–10 have been enrolled in an integrated teaching programme called Te Ara Hou, meaning new pathway. This is a personalised learning programme tailored to students’ needs, interests and goals. It was developed as a way to excite and engage students, many of whom were referred to Te Kura after becoming disengaged from learning at their faceto-face school.

ANNUAL REPORT 2009

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Maori student achievement nga paetae o nga akonga maori

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6 Maori

student achievement

nga paetae o nga akonga maori

During 2009 significant progress was made in building our internal capacity and capability to engage, develop and support Māori learners to be successful and to do so in ways that support their success as Māori. For the first time, comprehensive data on the achievement of our Māori students from years 1–13 provided a solid evidence base for discussion and planning. While overall the data showed a slight improvement for Māori students entered for NCEA, it highlighted the need for different approaches for Māori students, who continue to achieve at lower levels than non Māori. Teaching staff have used the data as the basis of team action plans, and have put in place processes for active monitoring of Māori students and progress against their learning goals. Stakeholder management plans for each of the four regions include a specific focus on developing collaborative relationships with iwi, hapu and other Māori organisations at the regional level. Several pilot projects launched during 2009 have a particular emphasis on supporting Māori students to achieve, including the partnership with Mana Tamariki in Central South, a partnership with schools in Northland, working with Te Poho o Rawiri in Gisborne and the Tauranga project in Central North. Te Kura also continued its successful partnership with Tu Toa in Palmerston North. In other areas of the school, staff involved in writing and designing Te Kura learning resources made sure they were contextualised for Māori students. A set of Māori resource development indicators has been implemented specifically for years 7–10 students. In 2010, these will be rolled out across the school for developing resources from years 1–13. Connected Kids, a project to increase student participation in online learning, included a focus on Māori students in the Central South region who were enrolled in Te Ara Hou. A formal evaluation of the project will inform its development in 2010. A Māori language plan prepared during 2009 will provide a foundation for Te Kura to deliver positive language and learning outcomes. The plan has a specific focus on building staff confidence and capability in using te reo Māori, and providing our Māori learners with opportunities to learn te reo Māori. A partnership was also established with AUT to deliver a level 1 NCEA te reo Māori course online for Te Kura students. Both these initiatives will be implemented in 2010. The successful whānau hui were continued during 2009, with a number of speakers who shared their experiences and perspectives on Māori potential. Staff participation in activities such as the whānau hui, te wiki o te reo Māori and the start-ofterm whole school powhiri, and each term’s mihi whakatau demonstrated the increasing acceptance of tikanga Māori and te reo Māori as part of the organisational culture. This was exemplified in the way staff have embraced the new Māori name for the school, Te Aho o Te Kura Pounamu.

ANNUAL REPORT 2009

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Statement of service performance te tauaki whakatutukitanga ratonga

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7 Statement

of service performance

te tauaki whakatutukitanga ratonga

The Ministry of Education’s Resourcing Notice 2009 defines the resourcing entitlement for Te Kura for the 2009 school year and establishes the processes for the school to access this funding. The resourcing provided is for early childhood and years 1–13 students eligible under the school’s gazetted 2009 enrolment policy to receive government funding. The required outputs consist of direct service provision for those students. In terms of the 2009 Resourcing Schedule, the services » comprise: »» Early childhood education »» Full-time education services to years 1–13 students »» Curriculum services for years 1–13 dual-enrolled students »» Supplementary 0.1/0.2 services for full-time, years 1–13, ORRS-verified students »» On-payment of the supervisors’ allowance to eligible supervisors of the school’s full-time students. The school’s report against these targets is presented below.

outputs

performance targets

service delivered

1. Early childhood education

Deliver early childhood education to pre-school students

Te Whāriki programmes delivered to: 978 early childhood students, of whom » 174 (18%) were Māori

2. Years 1–13 full-time education

Deliver full-time education services to years 1–8 students

Programmes required by the National Education Guidelines, the New Zealand Curriculum Framework and the school curriculum delivered to: 844 full-time primary students, of whom » 576 (68%) were access enrolments 268 (32%) were referral enrolments 231 (27%) were Māori 268 (32%) were at risk of not achieving their potential

Deliver full-time education services to years 9–13 students

Programmes required by the National Education Guidelines, the New Zealand Curriculum Framework and the school curriculum delivered to: 3279 full-time secondary students, of whom » 1004 (31%) were access enrolments 2275 (69%) were referral enrolments 1483 (45%) were Māori 2541 (77%) were at risk of not achieving their potential 6467 adult enrolments, of whom » 4263 (66%) were young adult enrolments

services

ANNUAL REPORT 2009

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outputs

performance targets

service delivered

3. Years 1–13 dual enrolment

Deliver dual enrolment curriculum services to years 1–8 students

Programmes required by the National Education Guidelines, the New Zealand Curriculum Framework and the school curriculum delivered to: 1054 years 1–8 students enrolled at other primary schools, of whom 296 (28%) were Māori 63 (6%) were at risk of not achieving their potential 133 (13%) were gifted and talented 93 (9%) were enrolled at a Health School 11 (1%) were enrolled for technology courses 53 (5%) were enrolled to maintain/gain qualifications in Te Reo Māori

Deliver dual enrolment curriculum services to years 9–13 students

Programmes required by the National Education Guidelines, the New Zealand Curriculum Framework and the school curriculum delivered to: 10649 years 9–13 students enrolled at other secondary schools, of

education services

whom 3580 (34%) were Māori 1328 (12%) were at risk of not achieving their potential 103 (1%) were gifted 647 (6%) were enrolled at a Health School

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outputs

performance targets

service delivered

4. Years 1–13, 0.1/0.2 ORRS

Deliver supplementary 0.1/0.2 services for full-time years 1–13 ORRS-verified students

Supplementary services delivered to 89 ORRS-verified students » Breakdown of year levels of students: Years 1–8 = 33 Years 9–13 = 43 Years 14+ = 13 (Years 14 and 15 accommodate students who remain on the special education roll until the age of 21).

supplement

Access to additional teacher assistance was provided for 67 of these students: »» 48 with high needs (0.1) and »» 19 with very high needs (0.2), while teacher aide support was provided for 63 students.

5. On-payment of the supervisors’ allowance to eligible supervisors of the school’s full-time students

Make on-payments and reconciliations that are correct, to time, and within agreed criteria. Provide to the Ministry a verified student roll and supervisor eligibility return. The June payment can be against a projected roll and eligibility return. The December return must fully reconcile projected and actual results for that school year.

The school paid the supervisors’ allowance to supervisors on behalf of the Ministry. 2009 payments

Jun

cost ($000)

2031

749

Dec

2145

Total

4176

2008 payments

cost ($000)

1866

685

792

2167

798

1541

4033

1483

In addition, 5 payments (totalling ca $1,200) for 2008 supervision were made in 2009, and 455 payments (totalling ca $200,000) for 2008 supervision were reversed in 2009. These movements together with the $1541 costs for 2009 reconcile to Note 3 (Governmnet Funded Initiatives – Payments to Supervisors) in the Financial Statements. Forecast and reports provided to the Ministry as required.

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Achievements nga mahi kua oti

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20 | ANNUAL REPORT 2009


8 Achievements nga mahi kua oti

In 2009 Te Kura continued to direct its efforts toward achieving improved student presence, engagement and achievement through outcome-focused goals. The report that follows measures our performance in achieving five defined outcomes within our Annual Plan for 2009 through the achievement of a series of objectives. The activities and measures contributing to these objectives are summarised in the following table. Outcome 1 All students develop strong learning foundations During the year, the school implemented new support systems and processes to track and monitor under-achieving students which have strengthened and targeted our support to these students. We are pleased to report a steady increase in early childhood numbers compared to 2008. The school will continue to focus on improving full-time years 1–10 students’ literacy and numeracy levels. While 83% of the students who had set targets achieved these in reading, many students are still not achieving at the appropriate levels for their age. Māori students continue to under-achieve in reaching their literacy and numeracy targets and this is a key strategic priority for the school to focus on improving during 2010. Outcome 2 All young people participate, engage and achieve in education The objectives for this outcome were grouped according to the Ministry’s three main educational outcomes of improved student presence, engagement and achievement. Student presence We are pleased to report that 84 percent of students were enrolled within 10 working days. The school is continuing to explore ways of reducing the time taken to enrol students in 2010. Greater awareness for students, their families and other key stakeholders, of the school’s role within the education sector has been achieved through renewed communications strategies, the introduction of stakeholder management plans and redevelopment of the school website. The school continues to develop its resources to support the new curriculum and provide students with appropriate learning options. Student engagement The school surveys full-time students, supervisors, and schools with dual-enrolled students on an annual basis to identify their levels of engagement. The majority of students, supervisors and schools responding to the survey reported satisfactory levels of engagement. Response rates were consistent with previous years although that for Māori supervisors was lower than in 2008. In 2010, increased efforts will be made to increase survey responses across the board.

Student achievement Unfortunately we are unable to report our NCEA results for 2009 in this report, due to the unavailability of the confirmed results at the time this report was printed. The results will be published on the school’s website as soon as they are available. We can report on the achievement results of our years 1–10 students in literacy and numeracy. Most students in years 1–10 made progress in literacy and numeracy. The school’s performance targets were partially met. Student achievement in writing is a particular concern across all year levels. There has been a significant improvement in the numbers of students completing literacy and numeracy assessments at all levels. While this distorts any comparison of results with previous years, it provides a very useful baseline for further improving teaching practices in these areas. Outcome 3 Learners have access to high-quality Māori language education » that delivers positive language and learning outcomes The school continued to progress initiatives to improve student access to te reo Māori during the year, including the development of online te reo Māori courses. A new initiative piloted with the Auckland University of Technology to offer te reo learning opportunities to our students is an exciting development for the school to progress during 2010. The school has endeavoured to increase teacher proficiency in teo reo Māori and has recruited more Māori to teaching and non-teaching positions during 2009. Outcome 4 The education system produces the knowledge and develops » people with the skills to drive New Zealand’s future economic » and social success We continue to increase the engagement of teachers in online learning. However, more progress in increasing connectivity for students is required. Outcome 5 Education agencies work efficiently and effectively to achieve » education outcomes A significant achievement during 2009 was the adoption of a new, three-year strategic plan and framework for the school for 2010–2012. Significant progress was also made with our key systems replacement project, which involves the replacement of our student management and learning management systems, and implementation of a new document management system. This work is critical to support teaching and learning through the effective management and storage of information. The implementation of a new online teaching and learning environment is a key initiative in increasing our students’ participation in online learning and making learning exciting and engaging for students. This development work will also allow us to improve our enrolment processes so we can engage with our students faster and more effectively. A number of other strategies have been put in place to improve our staff systems and processes. ANNUAL REPORT 2009

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Outcome 1

all students develop strong learning foundations

The early years of a child’s education make a significant difference to the way they develop and go on to learn throughout their lives. Children who develop key competencies early are more likely to become confident and competent learners, to develop constructive behaviours and to enjoy improved social outcomes. The nature of the school’s roll means we also support a large number of students who are still developing the foundations for learning. The school plans to contribute to the outcome ‘all students develop strong learning foundations’ through achievement of the following objectives.

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22 | ANNUAL REPORT 2009


objective s

activitie s

re sponsibility

measure s

outcome

explanation

DCE, Learning Delivery

Te Kura early childhood enrolments increase to the level of the 2009 policy cap

Largely achieved. Enrolments numbers have increased, but did not reach the policy cap for 2009.

The school’s ability to achieve the target is affected by enrolments elsewhere in the sector and enrolment policy restrictions.

Develop a plan to ensure all potential ECE students and their families are aware of what Te Kura can provide

DCE, Learning Delivery Chief Advisor

Plan to ensure all potential ECE students and their families are aware of what Te Kura can provide completed by July 2009

Achieved. An early childhood education communications strategy was developed.

Develop a plan to ensure all potential Māori and Pasifika ECE students and their families are aware of what Te Kura can provide

DCE, Learning Delivery Chief Advisor

Plan to ensure all potential Māori and Pasifika ECE students and their families are aware of what Te Kura can provide completed by July 2009

Achieved. An early childhood education communications strategy was developed.

Undertake a stakeholder needs analysis for ECE

DCE, Learning Delivery DCE, Design & Quality

Stakeholder needs analysis for ECE completed by November 2009

Largely achieved. In 2009 the early childhood roll maintained a steady increase over the corresponding period for 2008.

1.1 Increased participation in high-quality early childhood education

A review of participation rates in early childhood education resulted in the implementation of a range of promotional activities and initiatives during 2009.

ANNUAL REPORT 2009

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objective s

activitie s

1.2 Increased literacy and numeracy at all levels

||

re sponsibility

measure s

outcome

explanation

DCE, Learning Delivery

80% of full-time Year 1-10 students achieve their individual literacy and numeracy achievement targets for 2009

Partially achieved. 83% achieved their targets in reading. 69% achieved their targets in writing. 72% achieved their targets in numeracy.

Results are for full-time Year 1–10 students who have set targets.

80% of full-time Māori Year 1–10 students achieve their individual literacy and numeracy targets for 2009

Not achieved. 76% achieved their targets in reading. 67% achieved their targets in writing. 68% achieved their targets in numeracy.

Results are for full-time Māori Year 1–10 students who have set targets.

Consolidate evidence based practice

DCE, Learning Delivery, DCE, Design & Quality

Continue to develop analysis and presentation of literacy and numeracy achievement data

Achieved. Literacy and numeracy report for years 1–10 has been completed and presented to the Board.

Select and implement appropriate diagnostic tools for literacy and numeracy

DCE, Design & Quality DCE, Learning Delivery

Appropriate diagnostic tools implemented by the end of Term 3 2009

Achieved. Assessment tools selected and assessment schedule completed for 2009.

Develop targeted interventions to address literacy and numeracy needs

DCE, Learning Delivery, DCE, Design & Quality

Targeted interventions developed by the end of Term 3 2009

Achieved. Targeted interventions have been developed to address literacy and numeracy needs.

24 | ANNUAL REPORT 2009

Literacy and Numeracy Coordinators were appointed during 2009. Team action plans are in place. A Special Education Allocation grant was approved during 2009, to be delegated to regions in 2010.


objective s

activitie s

re sponsibility

measure s

outcome

1.3 Under

Implement a stakeholder management plan to improve collaboration with regional and community organisations and support students at risk of not achieving

DCE, Learning Delivery, DCE, Design & Quality

Regional stakeholder management plans in place by end of Term 1 2009

Achieved. Regional stakeholder management plans are in place and will be reviewed annually.

Develop tools to identify students at risk of not achieving

DCE, Design & Quality

Tools to identify students at risk of not achieving in place by the end of Term 3 2009

Achieved. Reports developed to provide relevant data to teachers and team leaders. Tools now in place and training delivered in their use.

Implement tracking and monitoring of students at risk of not achieving

DCE, Learning Delivery

Tracking and monitoring of students at risk of not achieving in place by the end of Term 4 2009

Achieved. A project to track and monitor students at risk was trialled this year and will roll out across all regions in 2010.

Develop interventions to support students at risk of not achieving

DCE, Learning Delivery

Interventions developed to support students at risk of not achieving by the end of Term 4 2009

Achieved. Interventions developed within team action plans which have been revised ready for implementation in 2010.

achieving students receive appropriate support

explanation

ANNUAL REPORT 2009

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Outcome 2

all young people participate, engage and achieve in education

Developing a lifelong love of learning and achieving higher levels of education attainment is associated with a range of benefits throughout life. These benefits include greater success in employment, higher income levels, better living and health standards, greater satisfaction with life, and increased contribution back to their families and communities. The school plans to contribute to the outcome ‘all young people participate, engage and achieve in education’ through achievement of the following objectives.

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26 | ANNUAL REPORT 2009


Presence Students are ready and able to learn. We have enrolled them in appropriate learning programmes designed to enable them to achieve goals that are meaningful and relevant for them.

objective s

activitie s

re sponsibility

measure s

outcome

2.1 Implementation

Develop a plan for implementation of the new curriculum

DCE, Design and Quality DCE, Learning Delivery

Implementation plan for new curriculum approved by the Board by Term 2 2009

Achieved. New curriculum implementation plan approved by the Board.

New curriculum implemented in line with milestones approved by the Board

Achieved. New curriculum implemented in line with approved milestones.

of the revised New Zealand curriculum

explanation

Develop new resources to support curriculum in line with plan

DCE, Design and Quality DCE, Learning Delivery

Development of new resources in line with milestones approved by the Board

Achieved. All new resources designed to support the new curriculum.

Deliver training and professional development for teachers in line with plan

DCE, Design and Quality DCE, Learning Delivery

Delivery of training and development in line with milestones approved by the Board

Achieved. Training and development delivered in line with plan.

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objective s

activitie s

re sponsibility

measure s

outcome

DCE, Capability Services

80% of full-time students are enrolled within 10 working days of Te Kura receiving their enrolment

Achieved. 84% of full-time students were enrolled within 10 working days during 2009.

Review student presence to focus on the needs of students and achieving early engagement

DCE, Capability Services DCEs

Student presence review completed by March 2009

Achieved. Student presence review completed.

Implementation of the Student Management System

DCE, Capability Services

Student Management System implemented in line with project milestones and resources approved by the Board

Achieved. A revised plan and budget were approved by the Board and the project is now scheduled to ‘go live’ in 2011.

2.2 Accessible, efficient and user friendly enrolment process with focus on student’s engagement

2.3 Effective management and use of student information to deliver enrolment services

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28 | ANNUAL REPORT 2009

explanation

Key initiatives were identified during the review and are now being actioned within other projects, primarily within the regionalisation and authentic learning workstreams.


objective s

activitie s

re sponsibility

measure s

outcome

explanation

2.4 Improved

Review 20% of learning areas

DCE, Design & Quality DCE, Learning Delivery

At least two curriculum learning areas and one across-school learning area are reviewed by the Academic Committee in 2009

Partially achieved. One area has been reviewed during 2009.Â

Priority given to developing a comprehensive curriculum review methodology to move the school closer to a 3–4 year review cycle.

Develop plan for delivery of careers and transition education

DCE, Learning Delivery DCE, Design & Quality

Plan developed for delivery of careers and transition education by Term 4 2009

Deferred. Careers and transition education has continued through careers advisors in each region.

A co-ordinated whole school plan for delivery of careers and transition education will be implemented in 2010.

Develop methodology to measure student and supervisor satisfaction with programmes

DCE, Design & Quality

Methodology to obtain student and supervisor feedback on programmes developed in 2009

Deferred. The methodology to measure student and supervisor satisfaction with programmes will be integrated into the formal curriculum review process.

Investigate and develop delivery of e-learning and blended programmes

DCE, Design & Quality

e-Learning strategy priorities for 2009 implemented according to agreed milestones

Achieved. e-Learning priorities for 2009 were implemented according to key milestones.

Review Student Education Plans

DCE, Design & Quality DCE, Learning Delivery

Student Education Plans (SEP) reviewed by the end of Term 3 2009

Achieved. Review completed. Revised SEP policies and procedures are to be in place by the end of Term 2 2010.

responsiveness to the diverse needs of students

ANNUAL REPORT 2009

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objective s

activitie s

re sponsibility

measure s

outcome

2.5 S tudents,

Implement regional stakeholder management plans

DCE, Learning Delivery

Regional stakeholder management plans in place by end of Term 1 2009

Achieved. Regional stakeholder management plans are in place.

At least two regional stakeholder meetings are held in each region in 2009

Achieved. At least two regional stakeholder meetings were held in each region in 2009.

families and other key stakeholders are aware of the role of Te Kura within the education sector and how it fulfills that role

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Communicate regularly with our students and their families through our school newsletter, website and one-onone communications

DCEs

At least two supervisor meetings are held in each region in 2009

Achieved. At least two supervisor meetings were held in each region in 2009.

Chief Advisor

At least four school newsletters are published in 2009

Achieved. Four school newsletters were published in 2009.

Review the ways we communicate to help improve our performance

Chief Advisor DCEs

The communications strategy is reviewed to ensure alignment with the school’s strategic programmes, by May 2009

Achieved. The communications strategy has been aligned with the school’s strategic programmes.

Redevelop Te Kura website

Chief Advisor

The school’s website is redeveloped by May 2009

Achieved. The school’s new website went live in May 2009.

Implement regional Māori and iwi communication plans

DCE, Design & Quality DCE, Learning Delivery

Regional Māori and iwi communication plans are implemented by end of Term 1 2009

Achieved. Communication plans have been completed.

30 | ANNUAL REPORT 2009

explanation

Ongoing relationship building and partnerships within the Māori Learners’ Success Framework are now integrated into communications with stakeholders and included in regional stakeholder management plans.


objective s

activitie s

re sponsibility

measure s

outcome

2.6 Dual-enrolling

All dual enrolling schools and learning centres sign a Service Level Agreement that sets out our mutual responsibilities

DCE, Learning Delivery DCE, Capability Services

At least 70% of dual-enrolling schools and learning centres surveyed online report confidence in the working relationship established via the SLA signed with Te Kura

Achieved. 80% of dual enrolling schools responding to the survey reported confidence in the working relationship with Te Kura.

At least 70% of dual-enrolling schools and learning centres surveyed online report confidence that Te Kura has effective and efficient systems and processes for enrolling their students in courses appropriate to the students’ learning needs

Achieved. 83% of dual enrolling schools responding to the survey reported confidence in the enrolment system. 83% of dual enrolling schools responding to the survey reported confidence that students were enrolled in courses appropriate to their needs.

schools and learning centres are confident about enrolling their students with Te Kura

explanation

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Engagement Through the cooperative effort of individuals and groups working together with us, students are increasingly self-managing and are positively engaged in their learning programmes. Students develop a lifelong love of learning.

objective s

activitie s

re sponsibility

measure s

outcome

2.7 Effective

Implement the Content and Learning Management systems

DCE, Learning Delivery, DCE, Design & Quality

Content and Learning Management Systems implemented in line with project milestones and resources approved by the Board

Achieved. Project currently on schedule for implementation according to project milestones.

At least 25% of full-time students and supervisors respond to NZCER engagement survey

Achieved. The survey response rate was 33% for full-time students and 28% for their supervisors.

At least 50% of full-time students and supervisors responding to NZCER engagement survey report satisfactory levels of engagement

Achieved. More than 50% of full-time students and supervisors responding to the survey reported satisfactory levels of engagement.

At least a 3% increase over baseline in the number of students retained for half a year or longer, other than those who return to a face-toface school

Not achieved. 84% of non MÄ ori full-time students remained engaged. This was a slight decrease of 0.8% against 2008.

management and use of student information and curriculum content to deliver learning programmes

2.8 Full-time students and their families are actively engaged in their learning

||

32 | ANNUAL REPORT 2009

explanation

This calculation includes students who enrolled after July but who were still enrolled at the end of the year, and any full-time students who withdrew as full-time students but re-enrolled as young adults.


objective s

activitie s

re sponsibility

measure s

outcome

explanation

Implement personalising learning policy

DCE, Learning Delivery

Personalising learning policy implemented according to timelines agreed by the Board

Achieved. The Personalising learning policy was approved by the Board in August 2009 and a review of student education plans has been completed.

Implement priorities for 2009 from e-learning strategy

DCE, Design & Quality DCE, Capability Services

e-Learning strategy priorities for 2009 implemented according to agreed milestones

Achieved. e-Learning priorities for 2009 were implemented according to key milestones.

Develop a plan to support the supervisors of students

DCE, Learning Delivery

Plan to support the supervisors of students developed by April 2009

Achieved. Supervisor Support Advisor roles are in place and supervisor training is now available.

Utilise findings from the review of the Differentiated Service Model

DCE, Learning Delivery DCE, Design & Quality

Recommendations from the Differentiated Service Model review implemented by June 2009

Achieved. Action plan in place.

ANNUAL REPORT 2009

| 33 ||


objective s

activitie s

re sponsibility

measure s

outcome

explanation

2.9 Māori full-time

Implement the actions for 2009 in the Māori Learners’ Success plan, including the communications plans

DCE, Design & Quality DCE, Learning Delivery

At least 25% of full-time Māori students and supervisors respond to NZCER engagement survey

Partially achieved. The survey response rate was 28% for Māori full-time students and 23% for their supervisors.

Efforts will be made to raise the response rate of supervisors of Māori full-time students in 2010.

At least 50% of full-time Māori students and supervisors responding to NZCER engagement survey report satisfactory levels of engagement

Achieved. More than 50% of full-time Māori students and supervisors responding to the survey reported satisfactory levels of engagement.

At least a 3% increase over baseline in the number of Māori students retained for half a year or longer, other than those who return to a face-to-face school

Achieved. 82% of full-time Māori students remained engaged. This was an increase of 3.2% against 2008.

Māori Learners’ Success plan actions for 2009 implemented by Term 4 2009

Achieved. Action plans for 2009 in the Māori Learners’ Success plan were implemented.

students and their whānau are actively engaged in their learning

||

34 | ANNUAL REPORT 2009

This calculation includes students who enrolled after July but who were still enrolled at the end of the year, and any full-time students who withdrew as full-time students but re-enrolled as young adults.


objective s

activitie s

re sponsibility

measure s

outcome

2.10 Schools with

Develop and implement engagement plans for dual-enrolled schools

DCE, Learning Delivery

At least 70% of dual-enrolling schools surveyed online are familiar with and supportive of the respective responsibilities of the host school and Te Kura and report satisfaction with the progress of their students’ Te Kura learning

Achieved. 75% of dual-enrolling schools responding to the survey reported familiarity with the respective responsibilities of Te Kura and the school. 79% of dual-enrolling schools responding to the survey reported satisfaction with their students’ progress with Te Kura.

At least 70% of dual-enrolling schools surveyed online report initiating contact with the Te Kura teachers of their students to a Te Kura-approved level

Achieved. 92% of dual-enrolling schools responding to the survey reported initiating contact with Te Kura at least once a term.

At least 70% of Te Kura teachers of dual-enrolled students report satisfaction with the level of host school-initiated contact about the progress of dual-enrolled students’ learning

Largely achieved. 64% of Te Kura teachers responding to the survey reported satisfaction with the level of host-school initiated contact with Te Kura.

dual-enrolled students are actively engaged in their students’ Te Kura learning

explanation

92% of schools reported initiating contact with Te Kura at least once a term and 80% reported confidence in the working relationship with Te Kura.

ANNUAL REPORT 2009

| 35 ||


objective s

activitie s

re sponsibility

measure s

outcome

2.11 Increased

Implement regional stakeholder management plans

DCE, Learning Delivery

Regional stakeholder management plans in place by end of Term 1 2009

Achieved. Regional stakeholder management plans are in place.

Implement in-region delivery model

DCE, Learning Delivery

In-region delivery model implemented by April 2009

Achieved. The first stage has been completed. Future development of the in-region delivery model is now part of the school’s strategic plan for 2010–2012.

Promote the role of Te Kura in keeping students engaged in education

Chief Executive DCEs

The percentage of Te Kura students between 16 and 18 years of age remaining engaged in education increases over 2008 levels

Not available.

Identify opportunities for Te Kura to develop new initiatives that meet Government policy objectives

Chief Executive DCEs

collaboration with education providers and other regional and community providers

2.12 S tudents remain engaged in education in line with Government policy objectives

||

36 | ANNUAL REPORT 2009

explanation

This information will be available from the Ministry of Education electronic enrolment management system ‘ENROL’ from 2010.


Achievement

Students are making measurable progress towards their individual goals through relevant and meaningful learning that prepares them for participation in 21st century society.

objective s

activitie s

re sponsibility

measure s

outcome

2.13 Effective

Implement staged school-wide assessment strategy to gain reliable information about student progress

DCE, Design & Quality

Staged school-wide assessment strategy for 2009 implemented by Term 4 2009

Achieved. A schoolwide assessment strategy has been implemented and is being incorporated into new resources.

Implement the activities in the Student Presence and Engagement sections

DCEs

5% increase in full-time students achieving NCEA level 1, 2 and 3 compared to 2008

Confirmed results not available at the time of going to print.

5% increase in full-time MÄ ori students achieving NCEA level 1, 2 and 3 compared to 2008

Confirmed results not available at the time of going to print.

5% increase in full-time students achieving 16 or more NCEA level 1 numeracy and literacy credits compared to 2008

Confirmed results not available at the time of going to print.

management and use of student information to monitor and report progress

2.14 Appropriate progress is achieved by all students

explanation

ANNUAL REPORT 2009

| 37 ||


objective s

activitie s

re sponsibility

measure s

outcome

2.14 Appropriate

Implement the activities in the Student Presence and Engagement sections

DCEs

5% increase in full-time Māori students achieving 16 or more NCEA level 1 numeracy and literacy credits compared to 2008

Confirmed results not available at the time of going to print.

5% decrease in Year 11–13 students leaving Te Kura (as their last school) with no NCEA credits compared to 2008

Confirmed results not available at the time of going to print.

5% decrease in Year 11–13 Māori students leaving Te Kura (as their last school) with no NCEA credits compared to 2008

Confirmed results not available at the time of going to print.

5% increase in the mean number of NCEA credits gained by Year 11–13 students compared to 2008

Confirmed results not available at the time of going to print.

progress is achieved by all students

||

38 | ANNUAL REPORT 2009

explanation


ANNUAL REPORT 2009

| 39 ||


Outcome 3

learners have access to high-quality Maori language education that delivers positive language and learning outcomes The education sector provides the basis for the transfer of skills that New Zealanders need to participate fully in society and contribute to building future prosperity and wellbeing. Language is a vital part of this. In an education setting, language provides a medium of both teaching and learning, and learners require strong skills in their first language to support their cognitive development and provide a vehicle for engagement in the curriculum. Second language learning is also important, providing both social and cultural benefits. The school plans to contribute to the outcome of ‘learners have access to high-quality Maori language education that delivers positive language and learning outcomes’ through achievement of the following objectives.

|| 40 | ANNUAL REPORT 2009


objective s

activitie s

re sponsibility

measure s

outcome

explanation

3.1 Increase

Provide professional development in te reo Māori for Te Kura teachers

DCE, Capability Services DCEs

Baseline data on teacher proficiency in te reo Māori established during 2009

Deferred. Te reo Māori courses are available for staff, but without the use of assessment tools.

A self-assessment tool has been developed and will be rolled out in 2010 as part of the Māori language strategy.

Ensure proficiency in te reo Māori is given appropriate weighting during teacher recruitment

DCE, Learning Delivery

Teaching job descriptions and recruitment processes updated by Term 1 2009

Achieved. The objective has been met.

More Māori people have been recruited to teaching and nonteaching positions during 2009.

Investigate opportunities for the development of teaching resources and delivery of programmes in te reo Māori

DCE, Design & Quality DCE, Learning Delivery

One opportunity identified and piloted by Term 4 2009

Achieved. A project with the Auckland University of Technology was identified during 2009 and is now being piloted.

Develop a Te Kura te reo Māori language plan focused on increasing use of te reo Māori across the school

DCE Design & Quality

Plan developed by end of Term 2 2009

Achieved. A Māori language plan has been developed.

teacher proficiency in te reo Māori

3.2 Increase opportunities for students to learn through te reo Māori

3.3 Increase use of te reo Māori across the school

ANNUAL REPORT 2009

|

41

||


Outcome 4

the education system produces the knowledge and develops people with the skills to drive New Zealand’s future economic and social success An increasingly diverse and globally-connected society and a more globalised economy with increasing focus on the sustainable use of resources, means that the skills and competencies individuals need to succeed are also changing. The education system needs to be flexible to respond to those changes in demand for skills and knowledge, and to the needs of learners throughout their lives. Content, teaching approaches and educational environments must adapt to these demands. The school plans to contribute to the outcome ‘the education system produces the knowledge and develops people with the skills to drive New Zealand’s future economic and social success’ through achievement of the following objectives.

||

42 | ANNUAL REPORT 2009


objective s

activitie s

re sponsibility

measure s

outcome

4.1 Pedagogical

Promote and implement e-learning strategy

DCE, Design & Quality

e-Learning strategy priorities for 2009 implemented by Term 4 2009

Achieved. e-Learning priorities for 2009 were implemented according to key milestones.

Deliver ICT professional development

DCE, Design & Quality

Deliver professional development in accordance with PD contract

Achieved. Professional development in ICT has been delivered as per contract.

Increase connectivity for students

DCE, Learning Delivery

Implement Te Ara Hou programme (integrated learning for years 7–10)

DCE, Design & Quality DCE, Learning Delivery

approaches are relevant to our learners

explanation

Partially achieved. The connectivity for students was achieved and the evaluation is due to be completed at the time of going to print. There has been an increase in the number of students and teachers engaged in online learning. Te Ara Hou programme implemented across the school by the end of Term 1 2009

Achieved. The implementation process has been completed.

ANNUAL REPORT 2009

| 43 ||


objective s

activitie s

re sponsibility

measure s

outcome

4.1 Pedagogical

Implement evidence based practice

DCE, Design & Quality DCE, Learning Delivery

School-wide and team analysis of student achievement is used to inform teaching practice and curriculum development

Achieved. This has been ongoing throughout 2009. Plans are in place to address the literacy and numeracy findings.

Increase understanding of Māori education pedagogy in Te Kura through Māori Learners’ Success plan

DCE, Design & Quality

Māori Learners’ Success plan actions for 2009 implemented by Term 4 2009

Achieved. The implementation process has been completed.

Develop an academic quality management system that reflects progress in all areas of pedagogy

DCE, Design & Quality DCE, Learning Delivery

Academic quality management system developed by Term 1 2009 and implemented by Term 4 2009

Achieved. The system has been developed and implemented.

approaches are relevant to our learners

|| 44 | ANNUAL REPORT 2009

explanation


ANNUAL REPORT 2009

| 45 ||


Outcome 5

education agencies work efficiently and effectively to achieve education outcomes

The school’s ability to deliver its core services and major initiatives depends on the capacity and capability of our people, systems and physical resources. It also depends on our ability to work effectively with other government agencies and regional and community organisations. This requires a planned approach to investment and prioritisation. The school plans to contribute to the outcome ‘Education agencies work efficiently and effectively to achieve education outcomes’ through achievement of the following objectives.

||

46 | ANNUAL REPORT 2009


objective s

activitie s

re sponsibility

measure s

outcome

explanation

5.1 The school

The Senior Leadership Team (SLT) actively engage with key stakeholders at a strategic level nationally

Chief Executive (CE)

Survey of key stakeholders indicates recognition of who we are and what we do

Not achieved. The need for the survey has been negated by the senior leadership team’s achievement against the objective.

The CE and SLT have participated and engaged at the national level in a wide range of forums across the sector over 2009. The visibility and recognition of Te Kura are evident from the invitations that continue to be received for Te Kura to contribute at a strategic level.

Develop internal Building Māori Capability plan for all Te Kura staff in alignment with Māori Learners’ Success plan

DCE, Capability Services

Building Māori Capability plan developed by the end of Term 2 2009

Partially achieved. The plan has been completed and will roll-out late February 2010.

Design and scope strategy for Pasifika students’ education at Te Kura

DCE, Design & Quality

Pasifika students’ education strategy designed and scoped by the end of Term 2 2009

Achieved. A strategic plan for Pasifika students’ education has been designed.

Implement the Electronic Document and Records Management System

DCE, Capability Services

Electronic Document and Records Management System implemented in line with project milestones and resources approved by the Board

Achieved. Implementation of the system has been in line with project milestones and resources approved by the Board.

is actively engaged at a strategic level in the education sector and other relevant sectors

5.2 The school has the capability to deliver high-quality education

DCEs

DCEs

DCEs

ANNUAL REPORT 2009

| 47 ||


objective s

activitie s

re sponsibility

measure s

outcome

5.2 The school

Deliver training and professional development for new systems

DCE, Capability Services

Training and professional development for new systems delivered according to project milestones approved by the Board

Achieved. Training and professional development for new systems is progressing according to milestones approved by the Board.

Develop and implement Human Resources (HR) Strategy

DCE, Capability Services

HR Strategy developed by January 2009

Achieved. The HR strategy was approved by the Board for implementation.

Develop and implement Remuneration Strategy

DCE, Capability Services

Remuneration Strategy implemented by February 2009

Achieved. The remuneration strategy was approved by the Board for implementation.

Develop and implement Strategic Planning Framework

DCE, Capability Services

Strategic Planning Framework implemented for 2010 planning cycle

Achieved. The strategic plan and framework was approved by the Board and implemented in planning for 2010.

Develop and review Information Systems Strategic Plan (ISSP)

DCE, Capability Services

ISSP reviewed by March 2009

Partially achieved. A high-level, ISSP draft report has been completed.

has the capability to deliver high-quality education

||

48 | ANNUAL REPORT 2009

DCEs

explanation

The final ISSP has been held pending the decision on SMS development, which is seen as core to the school’s ICT strategy.


objective s

activitie s

re sponsibility

measure s

outcome

5.3 The school

Operate within the annual financial plan

DCE, Capability Services

All sections of the school operate within their approved cost budgets

Achieved. All sections of the school operated within their budgets.

DCEs

The school as a whole achieves its net surplus range based on the agreed number of EFTS

Achieved. The school exceeded its budgeted net surplus range for 2009.

Develop student numbers forecasting model

DCE, Capability Services

Student numbers forecasting model developed by March 2009

Achieved. An in-house model has been developed for the purpose of student numbers forecasting for 2010.

Develop revenue forecasting model

DCE, Capability Services

Revenue forecasting model developed by June 2009

Achieved. An in-house model has been developed for the purpose of revenue forecasting for 2010.

Develop costing methodology

DCE, Capability Services

Costing methodology developed by December 2009

Partially achieved. A student/teacher ratio model was agreed to by the Board for 2009.

operates within its budget and continues to review for efficiencies

Chief Executive

explanation

This will be further developed in 2010 to include business process modelling and associated costing.

ANNUAL REPORT 2009

| 49 ||


objective s

activitie s

re sponsibility

measure s

outcome

5.4 Assets are

Operate within the approved capital plan

DCE, Capability Services

Board-approved capital plan is achieved

Achieved. The capital plan was achieved.

Implement Procurement Policy and guidelines

DCE, Capability Services

Procurement Policy and guidelines implemented by June 2009

Achieved. The Procurement Policy and guidelines have been implemented.

Comply with all statutory, regulatory and audit requirements and the school’s policies and procedures

Chief Executive

The school receives an ‘unqualified opinion’ from Audit New Zealand

Achieved. The school received an ‘unqualified opinion’ from Audit NZ.

Implement environmental policies and plans aligned with Government direction and appropriate for Te Kura

DCE, Capability Services

Appropriate environmental requirements are incorporated into the school’s procurement policies and guidelines by June 2009

Achieved. The Procurement Policy and guidelines, including environmental requirements, have been implemented.

managed and updated according to the replacement cycle

5.5 The school meets the legal requirements with which it must comply in order to promote high quality outcomes for all students

||

50 | ANNUAL REPORT 2009

DCEs

explanation


ANNUAL REPORT 2009

|

51

||


Financial statements nga purongo putea

||

52 | ANNUAL REPORT 2009


9 Financial

statements

nga purongo putea

1 Statement

of responsibility

55

2 Statement

of comprehensive income

56

3 Statement

of financial position

57

4 Statement

of changes in equity

58

5 Statement

of cash flows

59

6 Statement

of commitments

60

7 Statement of & contingent

contingent liabilities assets

61

63

8 Notes

to the financial statements

9 Audit

report

91

ANNUAL REPORT 2009

| 53 ||


Statement of Responsibility for the year ended

||

54 | ANNUAL REPORT 2009

31

december

2009


Statement

of

Responsibility

for the year ended

31

december

2009

Enclosed are the financial statements of The Correspondence School for the year ended 31 December 2009. These are prepared in accordance with the requirements set out in section 87 of the Education Act 1989 and in section 155 of the Crown Entities Act 2004. The Chief Executive Officer and the school’s Board of Trustees accept responsibility for the preparation of the annual financial statements and the judgements used in these statements. The Board and management accept responsibility for establishing and maintaining systems of internal control designed to provide reasonable assurance as to the integrity and reliability of the school’s financial reporting. In the opinion of the Board and management, the annual financial statements for the financial year fairly reflect the financial position and operations of the School. The financial statements have been authorised for issue by:

Patricia McKelvey Chair 19 April 2010

Mike Hollings Chief Executive Officer 19 April 2010

ANNUAL REPORT 2009

| 55 ||


Statement

of comprehensive income

for the year ended

31

december

2009

notes

2009 actual » $000

2009 budget » $000

2008 actual » $000

Revenue Government Funding

41,775

39,461

38,069

2,778

2,426

2,553

618

721

668

821

549

1,252

Donations

60

48

60

Miscellaneous

803

78

43

Total Revenue

46,855

43,283

42,645

Government Funded Initiatives

3

Tuition Fees Finance Income

4

Expenditure Personnel

5

32,927

32,328

27,806

Operating Costs

6

10,992

10,404

9,896

Finance Costs

4

5

0

21

Depreciation & Amortisation

21,22

1,240

2,020

1,772

(Loss)/Gain on Sale of Assets

13

(3)

0

216

Total Expenditure

45,161

44,752

39,711

Net Surplus/(Deficit) for the year

1,694

(1,469)

2,934

0

0

0

1,694

(1,469)

2,934

Other Comprehensive Income Total Comprehensive Income for the year:

The Statement of Accounting Policies and Notes to the Financial Statements on pages 63 – 91 form part of and are to be read in conjunction with the Financial Statements.

||

56 | ANNUAL REPORT 2009


Statement as at

31

of financial position

december

2009

notes

2009 actual » $000

2009 budget » $000

2008 actual » $000

17,554

14,878

15,860

60

63

60

17,614

14,941

15,920

1,301

628

5,672

1,345

1,035

1,090

Prepayments

395

105

106

GST Receivable

344

(57)

80

Retained Earnings Other Reserves Total Equity Represented by:

Current assets Cash & Cash Equivalents

14

Inventory Held for Distribution

Other Financial Assets

15

10,549

4,500

7,649

Accounts Receivable

16

878

0

2,359

14,812

6,211

16,956

Total Current Assets

Current liabilities Creditors & Other Payables

17

3,046

1,330

2,277

Employee Entitlements

19

1,786

1,681

1,671

111

80

66

347

0

606

Total Current Liabilities

5,290

3,091

4,620

Working Capital

9,522

3,120

12,336

Revenue in Advance Provisions

18

Non-current assets Fixed Assets & Work in Progress

21

5,767

6,964

3,707

Intangible Assets & Work in Progress

22

2,732

5,021

182

8,499

11,985

3,889

Total Non-current Assets

Non-current liabilities Employee Entitlements

19

170

164

173

Provisions

18

237

0

132

407

164

305

17,614

14,941

15,920

Total Non-Current Liabilities NET ASSETS

The Statement of Accounting Policies and Notes to the Financial Statements on pages 63 – 91 form part of and are to be read in conjunction with the Financial Statements.

ANNUAL REPORT 2009

| 57 ||


Statement

of changes in equity

for the year ended

E quity

31

december

2009

at the start of the year

notes

2009 actual » $000

2009 budget » $000

2008 actual » $000

Restricted Reserve

50

53

47

Asset Revaluation Reserve

10

10

10

15,860

16,347

12,926

15,920

16,410

12,983

1,694

(1,469)

2,934

0

0

3

17,614

14,941

15,920

Retained Earnings

Add Total Comprehensive Income for the year Movement in Restricted Reserve Equity at the end of the year

24

Equity includes an asset revaluation reserve of $10,000 (2008: $10,000). This balance is attributable to art works held by the school. This asset revaluation reserve has not changed during the last four financial years. The Statement of Accounting Policies and Notes to the Financial Statements on pages 63 – 91 form part of and are to be read in conjunction with the Financial Statements.

||

58 | ANNUAL REPORT 2009


Statement

of cash flows

for the year ended

31

december

2009

2009 actual » $000

2009 budget » $000

2008 actual » $000

Cash flows from operating activities / Cash was provided from: Government Funding

46,291

43,972

40,487

Fees & Charges

555

783

633

Miscellaneous

150

78

74

822 47,818

549 45,382

1,252 42,446

Cash was applied to: Payments to Employees

(31,247)

(30,482)

(26,393)

Payments to Suppliers

(11,969)

(12,976)

(10,673)

Net GST paid *

(260) (43,476)

142 (43,316)

(62) (37,128)

Net cash inflow from operating activities (Note 25)

4,342

2,066

5,318

Cash flows from investing activities/Cash was provided from: Receipts from Sale of Investments **

20,649

Interest

Proceeds from Sale of Assets

0

42 20,691

0 0

25 25

(2,394)

(10,260)

(1,805)

Purchase of Intangible Assets

(10)

(0)

0

Acquisition of Investments **

(23,549)

(4,500)

(7,649)

Work in Progress

(3,451) (29,404)

0 (14,760)

(223) (9,652)

Net cash outflow from investing activities

(8,713)

(14,760)

(9,652)

Net (decrease) in cash held

(4,371)

(12,694)

(4,334)

Add cash and cash equivalents at the beginning of the year

5,672

13,322

10,006

Cash and cash equivalents at the end of the year

1,301

628

5,672

Cash was applied to: Purchase of Assets

* T he Net GST paid component of operating activities reflects the net GST paid and received with the Inland Revenue Department. The Net GST paid component has been presented on a net basis, as the gross amounts do not provide meaningful information for financial statement purposes. ** The Acquisition and Receipts from Sale of Investments reflects the reinvestment of term deposits with trading banks. The Statement of Accounting Policies and Notes to the Financial Statements on pages 63 – 91 form part of and are to be read in conjunction with the Financial Statements. ANNUAL REPORT 2009

| 59 ||


Statement as at

31

of commitments

december

2009

2009 actual » $000

2008 actual » $000

Property lease commitments: Not later than one year

1,145

542

Later than two years and not later than five years

1,412

181

Later than five years

238

0

2,795

723

Total

2009 actual » $000

2008 actual » $000

Equipment lease commitments: Not later than one year

64

33

Later than two years and not later than five years

7

37

Later than five years

0

0

Total

71

70

The School leases a property in Wellington. The lease expires 30 June 2010 and does not have a right of renewal or an escalation clause. The property can be subleased with the permission of the Landlord. In addition, the School has entered into a contract as part of the 10 year property plan and has committed to spending $411,086 on various capital projects. The Statement of Accounting Policies and Notes to the Financial Statements on pages 63 – 91 form part of and are to be read in conjunction with the Financial Statements.

|| 60 | ANNUAL REPORT 2009


Statement as at

31

of contingent liabilities

december

2009

2009 actual » $000

Total contingent liabilities

2008 actual » $000

0

0

0

0

The Correspondence School Statement of Contingent Assets as at 31 December 2009

Statement as at

31

of contingent assets

december

2009

2009 actual » $000

Total contingent assets

2008 actual » $000

0

0

0

0

The Statement of Accounting Policies and Notes to the Financial Statements on pages 63 – 91 form part of and are to be read in conjunction with the Financial Statements.

ANNUAL REPORT 2009

|

61

||


Notes to the financial statements for the year ended

||

62 | ANNUAL REPORT 2009

31

december

2009


Notes

to the financial statements

for the year ended

31

december

2009

1. G eneral I n formation The Correspondence School (the ‘school’) is a New Zealand domiciled state school within the meaning ascribed to that term by the Education Act 1989 (the ‘Act’). The reporting entity is that entity known as The Correspondence School, identified by The Correspondence School Charter and governed by The Correspondence School Board of Trustees, and includes all activities carried out in the name of the school. The school has recently changed its logo and branding of its Māori name to Te Aho o Te Kura Pounamu (Te Kura). The Secretary of Education has given her formal consent to the name change. To finalise the process and legally change the name the Board needs to pass a resolution for the name change after consultation with internal and key external stakeholders. This is expected to take place in the early part of 2010. The primary objective of the School is to provide services to the community for social benefit rather than making a financial return. Accordingly, the school has designated itself as a public benefit entity for the purposes of New Zealand equivalents to International Financial Reporting Standards (‘NZ IFRS’). The financial statements of the school are for the year ended 31 December 2009. The financial statements were authorised for issue by the Board of Trustees on 7 April 2009. 2. S ummary

of significant accounting policie s

(a) Statement of compliance These financial statements have been prepared in accordance with Generally Accepted Accounting Practice in New Zealand (‘NZ GAAP’). They comply with NZ IFRS and other applicable Financial Reporting Standards as appropriate for public benefit entities. (b) Basis of preparation The financial statements have been prepared on the historical cost basis, modified by the revaluation of artworks and certain financial instruments. Accounting policies are selected and applied in a manner which ensures that the resulting financial information satisfies the concepts of relevance and reliability, thereby ensuring that the substance of the underlying transactions or other events is reported. The financial statements are presented in New Zealand dollars and all values are rounded to the nearest thousand dollars ($000’s). The functional currency of the school is New Zealand dollars. Foreign currency transactions are translated into the functional currency using the exchange rates prevailing at the dates of the transactions. Foreign exchange gains and losses resulting from the settlement of such transactions are recognised in the Statement of Comprehensive Income. (c) Revenue recognition Revenue is measured at the fair value of the consideration received or receivable.

Donations and other gratuities Donations and other gratuities are recognised as revenue at the point when the school formally acknowledges receipt. Revenue is measured at the fair value of consideration received. Government funding The school receives Government grants to supply education services to eligible students. Revenue is recognised as the services are delivered to students based on either the number of students on the roll for each funding period or specific service delivery. Revenue is measured at the fair value of consideration received. Interest Interest income is accrued using the effective interest rate method. The effective interest rate exactly discounts estimated future cash receipts through the expected life of the financial asset to that asset’s net carrying amount. The method applies this rate to the principal outstanding to determine interest income each period.

Tuition fees are received from students who are ineligible for Government funding for the supply of education services. Revenue is recognised at the point of student enrolment unless the enrolment is for the following year. Revenue is measured at the fair value of consideration received. (d) Income tax The Income Tax Act states that public authorities, including schools, are exempt from income tax. Accordingly, no charge for income tax has been provided for. (e) Leases All leases held by the school are operating leases. Operating leases, where the lessor substantially retains the risks and rewards of ownership, are recognised in a systematic manner over the term of the lease. Leasehold improvements are capitalised and the cost is amortised over the unexpired period of the lease or the estimated useful life of the improvements, whichever is shorter. Lease payments under an operating lease are recognised as an expense on a straight line basis over the term of the lease. (f) Financial instruments Financial assets and financial liabilities are initially measured at fair value plus transaction costs unless they are carried at fair value through profit or loss in which case the transaction costs are recognised in the Statement of Comprehensive Income. Purchases and sales of investments are recognised on tradedate, the date on which the school commits to purchase or sell the asset. Financial assets are derecognised when the rights to receive cash flows from the financial assets have expired or have been transferred and the school has transferred substantially

ANNUAL REPORT 2009

| 63 ||


Notes

to the financial statements

for the year ended

31

december

2009

all the risks and rewards of ownership. All financial assets held by the school have been categorised as ‘Loans and Receivables’. At each balance date the school assesses whether there is any objective evidence that a financial asset or group of financial assets is impaired. Financial assets are impaired where there is objective evidence that as a result of one or more events that occurred after the initial recognition of the financial asset the estimated future cash flows of the investment have been impacted. The carrying amount of the financial asset is reduced by the impairment loss directly for all financial assets with the exception of trade receivables where the carrying amount is reduced through the use of an allowance account. (g) Cash and cash equivalents Cash and cash equivalents include cash in hand, cash in transit, bank accounts and deposits held at call with banks with a maturity of no more than three months from date of acquisition. (h) Other financial assets Other financial assets include deposits held at call with banks with a maturity longer than three months from date of acquisition. (i) Loans and other receivables Loans and receivables are non-derivative financial assets with fixed or determinable payments that are not quoted in an active market. Loans and receivables are initially measured at fair value plus transaction costs. They are subsequently measured at amortised cost using the effective interest rate method, less any provision for impairment. Loans and receivables issued with a duration of less than 12 months are recognised at their nominal value, unless the effect of discounting is material. A provision for estimated irrecoverable amounts is recognised when there is objective evidence that the asset is impaired. The amount of the provision is the difference between the asset’s carrying amount and the present value of estimated future cash flows, discounted using the effective interest method. Impairment losses are recognised in the Statement of Comprehensive Income. (j) Inventories Inventories held for distribution, or consumption in the provision of services, that are not issued on a commercial basis are measured at cost adjusted when applicable for any loss of service potential. Loss of service potential is recognised in the Statement of Comprehensive Income in the period when the write down occurs. (k) Property, plant and equipment Items of property, plant and equipment are initially recorded at cost. This includes the make good provision. The school has estimated the cost of reinstatement of the leased buildings at the time the lease expires and discounted back to the present value.

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64 | ANNUAL REPORT 2009

These have been classified as ‘Make Good – Leasehold Improvements’ in Note 20. Any equipment or furniture with a cost value less than $2000 is treated as expenditure rather than as an item of property, plant and equipment. The value of an individual asset less than $2000, which is part of a group of similar assets, is capitalised. Additions: The cost of an item of property, plant and equipment is recognised as an asset if, and only if, it is probable that future economic benefits or service potential associated with the item will flow to the school and the cost of the item can be measured reliably. In most instances, an item of property, plant and equipment is recognised at its cost. Where an asset is acquired for nil or nominal cost, it is recognised at fair value as at the date of acquisition. Disposals: Gains and losses on disposals are determined by comparing the proceeds with the carrying amount of the asset. Gains and losses on disposals are included in the Statement of Comprehensive Income. When revalued assets are sold, the amounts included in asset revaluation reserves in respect of those assets are transferred to retained earnings. Subsequent costs: Costs incurred subsequent to initial acquisition are capitalised only when it is probable that future economic benefits or service potential associated with the item will flow to the school and the cost of the item can be measured reliably. Revaluation: Art work is recorded at fair value based on the current market. A valuation is carried out every five years. The appropriateness of the valuation is assessed on an annual basis. All other classes of property, plant and equipment are recorded at cost, less accumulated depreciation and accumulated impairment losses. Classes of property, plant and equipment that are revalued are revalued at least every five years or whenever the carrying amount differs materially to fair value. Revaluation is based on the fair value of the asset, with changes reported by class of asset. Unrealised gains and losses arising from changes in the value of property, plant and equipment are recognised as at balance date. To the extent that a gain reverses a loss previously charged to the Statement of Comprehensive Income for the asset class, the gain is credited to the Statement of Comprehensive Income. Otherwise, gains are credited to an asset revaluation reserve for that class of asset. To the extent that there is a balance in the asset revaluation reserve for the asset class any loss is debited to the reserve. Otherwise losses are reported in the Statement of Comprehensive Income.


Notes

to the financial statements

for the year ended

31

december

2009

Depreciation is charged on a straight-line basis at rates calculated to allocate the cost or valuation of an item of property, plant and equipment, less any estimated residual value, over its estimated useful life. Typically, the estimated useful lives of different classes of property, plant and equipment are as follows:

I n formation &

communications technology

Equipment

3–5 years

Education resources

5 years

Library materials

5 years

Furniture and fittings

10 years

Motor vehicles

5 years

Plant and equipment

10 years

Make Good – Leasehold Improvements are depreciated over the unexpired period of the lease or the estimated remaining useful lives of the improvements, whichever is shorter. The residual value and useful life of an asset is reviewed, and adjusted if applicable, at each financial year-end. Capital work in progress and art works are not depreciated. (l) Intangible assets (software) Intangible assets are initially recorded at cost. The cost of an internally generated intangible asset represents direct costs incurred in the development phase of the asset only. The development phase occurs after the following can be demonstrated: technical feasibility; ability to complete asset; intention and ability to sell or use; and development expenditure can be reliably measured. Acquired computer software licences are capitalised on the basis of the costs incurred to acquire and bring to use the specific software. Intangible assets with finite lives are subsequently recorded at cost less any amortisation and impairment losses. Amortisation is charged to the Statement of Comprehensive Income on a straight-line basis over the useful life of the asset. Amortisation: Intangible assets are amortised on a straight-line basis at rates calculated to allocate the cost or valuation of the asset, less any estimated residual value, over its estimated useful life. Typically, the estimated useful lives of different classes of intangible asset are as follows:

Intangible assets (internally generated – finite life)

3 years

Intangible assets (externally acquired – finite life)

3–5 years

(m)  Impairment of non-financial assets Assets that have a finite useful life are reviewed for impairment whenever events or changes in circumstances indicate that the carrying amount may not be recoverable. An impairment loss is recognised for the amount by which the asset’s carrying amount exceeds its recoverable amount. The recoverable amount is the higher of an asset’s fair value less costs to sell and value in use. Value in use is depreciated replacement cost for an asset where the future economic benefits or service potential of the asset are not primarily dependent on the asset’s ability to generate net cash inflows and where the entity would, if deprived of the asset, replace its remaining future economic benefits or service potential. The value in use for cash-generating assets is the present value of expected future cash flows. If an asset’s carrying amount exceeds its recoverable amount, the asset is impaired and the carrying amount is written down to the recoverable amount. For revalued assets the impairment loss is recognised against the revaluation reserve for that class of asset. Where that results in a debit balance in the revaluation reserve, the balance is recognised in the Statement of Comprehensive Income. For assets not carried at a revalued amount, the total impairment loss is recognised in the Statement of Comprehensive Income. The reversal of an impairment loss on a revalued asset is credited to the revaluation reserve. However, to the extent that an impairment loss for that class of asset was previously recognised in the Statement of Comprehensive Income, a reversal of the impairment loss is also recognised in the Statement of Comprehensive Income. For assets not carried at a revalued amount (other than goodwill) the reversal of an impairment loss is recognised in the Statement of Comprehensive Income.

(n) Creditors and other payables Creditors and other payables are initially measured at fair value and subsequently measured at amortised cost using the effective interest method.

ANNUAL REPORT 2009

| 65 ||


Notes

to the financial statements

for the year ended

31

december

2009

(o) Employee entitlements Short-term employee entitlements: Employee entitlements to be settled within 12 months are reported at the amount expected to be paid. These are measured at nominal values based on accrued entitlements at current rates of pay. These include salaries and wages accrued up to balance date, annual leave earned to, but not yet taken at balance date, and retiring and long service leave entitlements expected to be settled within 12 months. These benefits are recognised in the Statement of Comprehensive Income when they accrue to employees. Long-term employee entitlements: The liability for long-term employee entitlements, such as long service leave and retiring leave, is reported as the present value of the estimated future cash outflow. The calculations are based on: likely future entitlements accruing to staff, based on years of service, years to entitlement, the likelihood that staff will reach the point of entitlement, and contractual entitlements information; and the present value of the estimated future cash flows. (p) Superannuation schemes Defined contribution schemes: Obligations for contributions to defined contribution superannuation schemes are recognised as an expense in the Statement of Comprehensive Income. Defined benefit schemes: The school does not operate any defined benefit superannuation schemes. (q) Provisions The school recognises a provision for future expenditure of uncertain amount or timing when there is a present obligation (either legal or constructive) as a result of a past event, it is probable that expenditures will be required to settle the obligation and a reliable estimate can be made of the amount of the obligation. Provisions are not recognised for future operating losses. Reinstatement provision: The school has entered into lease agreements for various properties which require the school, at the completion of the lease, to return the building to the same condition as when the lease was first signed. The liability for the reinstatement provision is based on reasonable estimates of expenditure required to reinstate the premises. The other side of the provision has created an asset called ‘Make Good – Leasehold Improvements’, refer to 1 (k).

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66 | ANNUAL REPORT 2009

Merit performance provision: The school reviews salaries and performance of all employees at the end of December. Recommendations are put forward to a moderation panel for consideration. The liability for the merit provision is based on reasonable estimates of likely payments. Other liabilities and provisions are recorded at the best estimate of the expenditure required to settle the obligation. Liabilities and provisions to be settled beyond 12 months are recorded at their present value. (r) Goods and services tax (GST) All items in the financial statements are stated exclusive of GST, except for receivables and payables, which are stated on a GST inclusive basis. Where GST is not recoverable as input tax then it is recognised as part of the related asset or expense. The net amount of GST recoverable from, or payable to, the Inland Revenue Department (IRD) is included as part of receivables or payables in the Statement of Financial Position. The net GST paid to, or received from, the IRD, including the GST relating to investing and financing activities, is classified as an operating cash flow in the Statement of Cash Flows. Commitments and contingencies are disclosed exclusive of GST. (s) Budget figures The budget figures are those approved by the Board of Trustees at the beginning of the year. The budget figures have been prepared in accordance with NZ GAAP, using accounting policies that are consistent with those adopted by the school for the preparation of the financial statements. (t) Critical accounting estimates and assumptions In preparing these financial statements, the school has made estimates and assumptions concerning the future. These estimates and assumptions may differ from the subsequent actual results. Estimates and judgements are continually evaluated and are based on historical experience and other factors, including expectations or future events that are believed to be reasonable under the circumstances. The following are the judgements and estimates that the school has made in the process of applying the entity’s accounting policies and that have the most significant effect on the amounts recognised in the financial statements: Lease restatement provision: as described in note 17 the school has recognised a liability for the reinstatement provision based on reasonable estimates of expenditure required to reinstate the premises. Useful lives of property, plant and equipment and intangible assets: as described in note 1(k) and note (l) the school reviews the estimated useful lives of property, plant and equipment at the end of each annual reporting period.


Notes

to the financial statements

for the year ended

31

december

2009

(u) Critical judgements in applying the school’s accounting policies

The school must exercise judgement when recognising grant income to determine if conditions of the letter of resourcing from the Ministry of Education have been satisfied. This judgement will be based on student enrolment and engagement data from the school student management database.

(z) Comparatives We have reclassified balances within the cashflow categories. However, the total operating and investing activities have remained unchanged. We have reclassified internal audit fees to professional services. There have been no other presentation or classification changes in the current period.

(v) Contingent assets and contingent liabilities Contingent assets and contingent liabilities are recorded in the Statement of Contingent Assets and Contingent Liabilities at the point at which the contingency is evident. Contingent liabilities are disclosed if the possibility that they will crystallise is not remote. Contingent assets are disclosed if it is probable that the benefits will be realised. (w) Notional lease This is the first year that the school has recognised a notional lease revenue and expense. The school uses the Portland Crescent property, which is owned by the Ministry of Education (‘MoE’). MoE have advised that the notional revenue and the notional expense are to be recorded in the financial statements refer to note 2. (x) Standards and interpretation issued and not yet adopted

At the date of authorisation of these financial statements, the following Standards and Interpretations, including those Standards or Interpretations issued by the International Accounting Standards Board (‘IASB’) or International Financial Reporting Interpretations Committee (‘IFRIC’) where an equivalent New Zealand Standard or Interpretation has not been approved, were in issue but not yet effective:

Name

Effective for annual reporting periods beginning on or after:

NZ IFRS 9 Financial Instruments

1 January 2013

NZ IAS 24 Related Party Disclosures (2009)

1 January 2011

The school expects to adopt the above Standards and Interpretations in the period in which they become mandatory. The school anticipates that the above Standards and Interpretations will have no material impact on the financial statements of the school in the period of initial application. (y) Changes in accounting policies The notional revenue and expense as stated in Note 1(w) was recognised for the first year. There have been no other changes to accounting policies.

ANNUAL REPORT 2009

| 67 ||


Notes

to the financial statements

for the year ended

3. G overnment

31

december

2009

funded initiative s

2009 actual » $000

2009 budget » $000

2008 actual » $000

Payments to supervisors Revenue

1,403

1,303

1,469

Expense

1,342

1,310

1,416

61

(7)

53

Revenue

98

107

89

Expense

239

231

123

(141)

(124)

(34)

Revenue

60

62

57

Expense

81

98

67

(21)

(36)

(10)

Revenue

32

14

0

Expense

24

20

3

8

(6)

(3)

Revenue

10

16

7

Expense

10

16

7

0

0

0

Information & communications technology professional » development

Gateway

Sport and recreation new » zealand (sparc)

Assistive technology

||

68 | ANNUAL REPORT 2009


Notes

to the financial statements

for the year ended

3. G overnment

31

december

funded initiative s

2009

(cont ’ d) 2009 actual » $000

2009 budget » $000

2008 actual » $000

Ongoing and reviewable » resourcing scheme (orrs) Revenue

722

589

564

Expense

460

611

345

262

(22)

219

Revenue

453

335

367

Expense

403

349

248

50

(14)

119

Revenue - Grants

2,056

1,837

1,989

Revenue - Other

722

589

564

2,778

2,426

2,553

2,559

2,635

2,209

219

(209)

344

Special education

Total ministry of education initiatives

Expense Ministry of Education Initiatives** Balance

Revenue received under the various Ministry Initiatives is spent in accordance with the rules set by the Ministry of Education for each initiative. **These expenses are part of Note 5 Personnel Costs and Note 6 Operating Costs.

ANNUAL REPORT 2009

| 69 ||


Notes

to the financial statements

for the year ended

4. F inance

income

&

31

december

2009

finance costs

notes

2009 actual » $000

2009 budget » $000

2008 actual » $000

Finance income Interest income: Term deposits

814

549

1218

7

0

34

821

549

1252

Discount unwind on provisions

5

0

21

Total finance costs

5

0

21

Cash at bank and on hand Total finance income

Finance costs

5. P ersonnel

costs

notes

2009 actual » $000

2009 budget » $000

2008 actual » $000

Employee salary costs

30,025

29,347

24,912

Employee related and contractors

2,902

2,981

2,894

Total personnel costs

32,927

32,328

27,806

Salaries and wages

30,955

30,257

26,149

Personnel related

1,843

1,803

1,398

Movement in employee benefits

(134)

0

(5)

Employer contributions to defined contribution plans

263

268

264

32,927

32,328

27,806

Total personnel costs

||

70 | ANNUAL REPORT 2009


Notes

to the financial statements

for the year ended

6. O perating

31

december

2009

costs

notes

2009 actual » $000

2009 budget » $000

2008 actual » $000

Consumables/school costs

7

1,761

1,679

1,552

Inventory related expenditure

8

2,010

1,593

1,788

Rent

753

970

522

Notional rent

803

0

0

Other accommodation expenses

9

521

1,050

1,209

Administration expenses

10

3,322

3,382

3,025

Student expenses

11

1,576

1,510

1,583

Fees to auditors

12

85

95

98

17

0

0

144

125

119

10,992

10,404

9,896

Provision for doubtful debts expense Board of Trustees fees

26

Total operating costs

7. C onsumable s / school

costs

notes

Communications

2009 actual » $000

2009 budget » $000

2008 actual » $000

1,485

1,298

1,219

Production materials

122

236

227

Textbooks

121

103

98

Copyright expenses

33

42

8

1,761

1,679

1,552

Total consumables/school costs

ANNUAL REPORT 2009

|

71

||


Notes

to the financial statements

for the year ended

8. I nventory

31

december

2009

related expenditure

2009 actual » $000 Sundry

2009 budget » $000

2008 actual » $000

19

18

16

Print

1,129

1,047

1,211

Consumables

219

144

147

Hardware

70

106

82

Video

103

89

88

Audio

453

152

242

Teaching resources

17

37

32

Inventory write off

0

0

(30)

2,010

1,593

1,788

Total inventory related expenditure

9. O ther

accommodation expense s

2009 actual » $000

2009 budget » $000

2008 actual » $000

Off site storage

70

45

57

Office relocation

60

0

244

Cleaning

175

303

60

Security

24

61

19

Car parks

3

0

0

Repairs & maintenance

(11)

334

625

Utilities

200

307

204

Total other accommodation expenses

521

1,050

1,209

||

72

| ANNUAL REPORT 2009


Notes

to the financial statements

for the year ended

10. A dministration

31

december

2009

expense s

2009 actual » $000

2009 budget » $000

2008 actual » $000

Insurance

45

43

36

Legal expenses – tax advice

31

10

17

Legal expenses – other

113

80

76

Professional services

1,699

1,901

1,918

Operational supplies

1,434

1,348

978

Total administration expenses

3,322

3,382

3,025

11. S tudent

expense s

2009 actual » $000 Parents Association/payment to supervisors

2009 budget » $000

2008 actual » $000

1,363

1,332

1,428

Other student expenses

213

178

155

Total student expenses

1,576

1,510

1,583

12. F ee s

to auditors

2009 actual » $000

2009 budget » $000

2008 actual » $000

Audit fees – financial statements

78

81

81

Audit fees – tax

7

14

17

Total fees to auditors

85

95

98

2009 actual » $000

2009 budget » $000

2008 actual » $000

13. Write

off / los s on sale of as sets

IT Equipment - (Gain)/Loss on Sale

(9)

0

1

IT Equipment - Written Off

9

0

0

Furniture & Fitting - (Gain)/Loss on Sale

(2)

0

1

Motor Vehicles - (Gain)/Loss on Sale

(2)

0

0

Art - Written Off

1

0

0

Education Resources - Written Off

0

0

214

Total write off of assets

(3)

0

216

ANNUAL REPORT 2009

| 73 ||


Notes

to the financial statements

for the year ended

14. Cash &

31

december

2009

cash equivalents

2009 actual » $000

2009 budget » $000

2008 actual » $000

Petty cash

1

0

1

Cheque account 00 a/c

0

0

2,039

Cheque account 25 a/c

3

0

4

Cheque account 28 a/c

0

0

0

1,247

578

158

Term deposits with maturities less than 3 months

0

0

3,420

Multi deposit account

50

50

50

1,301

628

5,672

1,251

578

2,202

»» Kiwibank

0

0

1,520

»» Westpac

0

0

1,900

50

50

50

1,301

628

5,672

Short term deposit accounts

Cash at bank and in hand Short term deposits

Multi deposit account

15. O ther

financial as sets

2009 actual » $000

2009 budget » $000

2008 actual » $000

Term deposits with maturities of 4–12 months: »» Kiwibank

4,500

1,500

2,000

»» National Bank

3,349

1,500

3,849

»» Westpac

2,700

1,500

1,800

10,549

4,500

7,649

||

74 | ANNUAL REPORT 2009


Notes

to the financial statements

for the year ended

16. A ccounts

31

december

2009

receivable

2009 actual » $000

2009 budget » $000

2008 actual » $000

Receivables

593

0

408

Less: provision for doubtful debts

(20)

0

0

Ministry of Education

305

0

1,951

878

0

2,359

825

0

2,348

Past due 31–60 days

3

0

6

Past due 61–90 days

8

0

0

Past due > 91 days

42

0

5

878

0

2,359

Not past due

Fair value Debtors and other receivables are non-interest bearing and receipt is normally on 30 day terms, therefore the carrying value of debtors and other receivables approximates fair value.

17. C reditors &

other payable s

2009 actual » $000 Suppliers

2009 budget » $000

2008 actual » $000

2,085

1,330

914

Salary related liabilities

136

0

106

Other accruals

503

0

1,027

Ministry of Education

322

0

230

3,046

1,330

2,277

ANNUAL REPORT 2009

| 75 ||


Notes

to the financial statements

for the year ended

31

december

2009

18. P rovisions Current provisions are represented by:

2009 actual » $000

2009 budget » $000

2008 actual » $000

Lease make-good

313

0

376

Merit performance

34

0

171

Legal

0

0

49

Contractual

0

0

10

347

0

606

Lease make-good

237

0

132

Total non-current portion

237

0

132

Total provisions

584

0

738

Total current portion

Non-current provisions are » represented by:

Movements for each class of provision are as follows: lease make-good $000

merit performance $000

legal $000

contractual $000

508

171

10

49

Additional provisions made

16

34

0

0

Amounts used

0

(171)

(10)

(49)

Discount unwind (note 3)

26

0

0

0

Balance at 31 December 2009

550

34

0

0

0

73

0

0

487

171

10

49

Amounts used

0

(73)

0

0

Discount unwind (note 3)

21

0

0

0

508

171

10

49

2009

Balance at 1 January

2008 Balance at 1 January Additional provisions made

Balance at 31 December 2008

Reinstatement provision: The School has entered into lease agreements for various properties which require the school, at the completion of the lease, to return the building to the same condition as when the lease was first signed. The liability for the reinstatement provision is based on reasonable estimates of expenditure required to reinstate the premises.

||

76 | ANNUAL REPORT 2009


Notes

to the financial statements

for the year ended

19. E mployee

31

december

2009

entitlements

Current portion

2009 actual » $000

2009 budget » $000

2008 actual » $000

Accrued pay

1,786

1,681

1,635

Redundancy

0

0

36

1,786

1,681

1,671

Long service leave

2

0

5

Retirement leave

168

164

168

Total Non-current portion

170

164

173

1,956

1,845

1,844

19 Years of Service

0

0

3

Over 20 Years of Service

2

0

2

2

0

5

17 Years of Service

13

11

11

19 Years of Service

0

0

10

155

153

147

168

164

168

(131)

0

0

Long service leave

(3)

0

(7)

Retirement leave

0

9

2

(134)

9

(5)

(131)

0

0

(3)

9

(5)

(134)

9

(5)

Total Current portion

Non-current portion

Long service leave

Retirement leave

Over 20 Years of Service

20. M ovement

in employee benefit liabilitie s

Annual leave and salary expense

Total employee benefit liabilities Comprising: Current Non-current Total employee benefit liabilities

ANNUAL REPORT 2009

| 77 ||


Notes

to the financial statements

for the year ended

21. P roperty,

plant

&

31

december

2009

equipment

2009

IT Equipment

cost 31/12/08

accumulated » depreciation » 31/12/08

carrying amount » 31/12/08

current year » additions

4,208

(3,603)

605

1,521

0

0

0

0

Library Materials

763

(763)

0

0

Furniture & Fittings

3,126

(1,033)

2,093

858

Make Good – Leasehold Improvements

487

(170)

317

36

Motor Vehicles

554

(245)

309

0

Art

35

(2)

33

0

Plant and Equipment

711

(681)

30

13

9,884

(6,497)

3,387

2,428

cost 31/12/07

accumulated depreciation 31/12/07

carrying » amount 31/12/07

IT Equipment

4,500

(3,702)

798

331

Education Resources

2,197

(1,537)

660

0

Library Materials

763

(763)

0

0

2,041

(883)

1,158

1,284

0

0

0

487

Motor Vehicles

429

(152)

277

125

Art

35

(2)

33

0

Plant and Equipment

731

(681)

50

7

10,696

(7,720)

2,976

2,234

Education Resources

Work in progress Total Property, Plant & Equipment

2008

Furniture & Fittings Make Good – Leasehold Improvements

current year » additions

Work in progress Total Property, Plant & Equipment The current valuation of artwork has been completed by Christopher Moore Gallery on 25 November 2005. The value is completely independent and not associated with the school in any way.

||

78 | ANNUAL REPORT 2009


Notes

to the financial statements

for the year ended

current year » disposals

31

december

current year » depreciation

2009

disposal » depreciation » in period

cost » 31/12/09

accumulated » depreciation » 31/12/09

carrying » amount » 31/12/09

(487)

(576)

478

5,242

(3,701)

1,541

0

0

0

0

0

0

0

0

0

763

(763)

0

(323)

(516)

301

3,661

(1,248)

2,413

0

(13)

0

523

(183)

340

(20)

(107)

14

534

(338)

196

0

0

0

35

(2)

33

(8)

(11)

6

716

(686)

30

(838)

(1,223)

799

11,474

(6,921)

4,553 1,214 5,767

current year disposals

current year depreciation

(623)

(524)

(2,197)

disposal » depreciation » in period

cost 31/12/08

accumulated depreciation 31/12/08

carrying » amount 31/12/08

623

4,208

(3,603)

605

(446)

1,983

0

0

0

0

0

0

763

(763)

0

(198)

(332)

182

3,127

(1,033)

2,094

0

(170)

0

487

(170)

317

0

(93)

0

554

(245)

309

0

0

0

35

(2)

33

(27)

(27)

27

711

(681)

30

(3,045)

(1,592)

2,815

9,885

(6,497)

3,388 319 3,707

ANNUAL REPORT 2009

| 79 ||


Notes

to the financial statements

for the year ended

22. I ntangible

31

december

2009

as sets

acquisition Cost 31/12/08

accumulated amortisation 31/12/08

carrying amount 31/12/08

current year additions

Intangibles–Acquired

819

(783)

36

11

Intangibles–Internally generated

5,115

(5,115)

0

0

5,934

(5,898)

36

11

acquisition Cost 31/12/07

accumulated amortisation 31/12/07

carrying amount 31/12/07

current year additions

Intangibles–Acquired

798

(765)

33

41

Intangibles–Internally generated

5,115

(4,973)

142

0

5,913

(5,738)

175

41

2009

Work in progress Total Intangibles

2008

Work in progress Total Intangibles

|| 80 | ANNUAL REPORT 2009


Notes

to the financial statements

for the year ended

31

december

2009

current year disposals

disposal amortisation in period

current year amortisation

cost 31/12/09

accumulated amortisation 31/12/09

carrying amount 31/12/09

0

0

(17)

830

(800)

30

0

0

0

5,115

(5,115)

0

0

0

(17)

5,945

(5,915)

30 2,702 2,732

current year disposals

disposal amortisation in period

current year amortisation

cost 31/12/08

accumulated amortisation 31/12/08

carrying amount 31/12/08

(20)

20

(38)

819

(783)

36

0

0

(142)

5,115

(5,115)

0

(20)

20

(180)

5,934

(5,898)

36 146 182

ANNUAL REPORT 2009

|

81

||


Notes

to the financial statements

for the year ended

23. M oney

31

december

2009

held in trust

2009 actual » $000

2008 actual » $000

Receipts Interest

1

3

Other

0

0

1

3

Prizes

1

0

Other

0

0

1

0

0

3

Balance 1 January

50

47

Transfer of general funds to school account

0

0

Plus excess of receipts over payments

0

3

50

50

Deposit at Westpac Bank

50

50

Reimbursement due from/(to) school bank account

0

0

50

50

Payments

Excess of receipts over payments

Movement summary

Represented by:

||

82 | ANNUAL REPORT 2009


Notes

to the financial statements

for the year ended

31

december

2009

24. E quity retained » earnings

money held » in trust

asset » revaluation

total » equity

Opening balance

15,860

50

10

15,920

Surplus for the year

1,694

0

0

1,694

Trust account revenue

0

1

0

1

Trust account expenditure

0

1

0

1

Transfer of funds to school account

0

0

0

0

Total recognised revenues & expenses

1,694

0

0

1,694

Closing balance

17,554

50

10

17,614

ANNUAL REPORT 2009

| 83 ||


Notes

to the financial statements

for the year ended

25. R econciliation

31

december

2009

of net operating surplus with operating cash flow

2009 actual » $000 Net Surplus From Operations

2009 budget » $000

2008 actual » $000

1,694

(1,469)

2,934

1,240

2,020

1,772

Discount unwind on provisions

5

0

21

Doubtful debt provision expense

17

0

0

Loss on sale of assets

0

0

215

Inventory write-off/write-back

0

0

(30)

2,956

551

4,912

Accounts receivable - debtors

1,464

2,086

(337)

Prepayments

(289)

0

111

Inventory

(256)

23

(30)

(261)

142

(62)

Long service leave and retirement leave

(3)

(9)

(5)

Creditors & accruals

677

(792)

(155)

Current employee entitlements

115

51

0

(196)

0

738

MoE payables

92

0

193

Revenue in advance

46

14

(46)

1,389

1,515

407

(3)

0

(1)

4,342

2,066

5,318

Non cash items Depreciation

Total

Movements in working capital » decrease/(increase) in assets

Increase/(decrease) in liabilities GST owing

Current provisions

Total

Items classified as investing activities (Gain)/loss on sale of assets Net cash from operating activities

||

84 | ANNUAL REPORT 2009


Notes

to the financial statements

for the year ended

26. B oard

31

december

2009

of trustee s remuneration

The total value of the remuneration (other than compensation and other benefits) paid or payable to trustees in their capacity as Trustees from the Board during this financial year.

2009 actual » $000

2009 budget » $000

2008 actual » $000

144

125

119

P McKelvey (chairperson, appointed 10 April 2006)

28

28

28

I McKinnon (resigned March 08)

0

0

4

R Ballard (resigned Sept 09)

15

18

18

C Hague (resigned March 08)

0

0

4

P Schaverien (resigned March 08)

0

0

5

R Taylor (appointed April 05)

16

16

15

R Drummond (appointed April 06)

15

16

15

N Parata (appointed April 08)

15

16

10

W Bainbridge (appointed April 08)

15

16

10

C Moffatt (appointed April 08)

15

15

10

J Stafford (appointed May 09)

9

0

0

D Blakeney (appointed May 09)

9

0

0

J Nisbet (elected July 09)

7

0

0

144

125

119

Total value The following fees were earned by members of the Board during the year.

ANNUAL REPORT 2009

| 85 ||


Notes

to the financial statements

for the year ended

27. K ey

31

december

2009

management personnel

2009 actual $000

Decrease/(increase) in assets Salaries and other short-term employee benefits

2008 actual $000

953

802

Key management personnel include the Chief Executive, the four other members of the Senior Leadership Team, and the Board.

Principal's remuneration (ceo) 2009 salary » $000

2009 benefits » $000

actual severance » $000

Year 2009 Principal

230 - 240

0

0

220 - 230

0

0

Year 2008 Principal

28. E mployee s

over

$100,000

remuneration

2009 actual

2008 actual

Excluding principal’s remuneration Number of employees in $100,000 - $110,000

7

6

Number of employees in $110,000 - $120,000

3

2

Number of employees in $120,000 - $130,000

2

2

Number of employees in $130,000 - $140,000

2

2

Number of employees in $160,000 - $170,000

3

1

$1,990,000

$1,547,000

Total value of remuneration

||

86 | ANNUAL REPORT 2009


Notes

to the financial statements

for the year ended

29. E xit

31

december

2009

costs

2009 actual $000

2009 number of employees

2008 actual $000

47

4

443

Compensation and other benefits upon leaving

30. E xplanation

2008 number of employees 12

of ma jor variance s

Explanations for major variances from the school's budgeted figures for 2009 are as follows:

Statement of comprehensive income

»» G  overnment Funding exceeded budget for the year due to a higher than expected number of students. Total EFT’s for 2009 were 7,845, Budget 7,148 - an increase of 9.8%. Actual $41.775m, Budget $39.461m. »» O  perating costs exceeded budget due to: the increase in student numbers affecting the cost of student resource, and related postage and communication costs.Actual $10.992m, Budget $10.404m. »» D  epreciation was lower than budget due to delays in the asset replacement program, in particular the replacement of key student management and learning management systems. Actual $1.240m, Budget $2.020m.

Statement of comprehensive income

»» G  overnment Funding exceeded budget for the year due to a higher than expected number of students. Total EFT’s for 2009 were 7,845, Budget 7,148 - an increase of 9.8%. Actual $41.775m, Budget $39.461m. »» O  perating costs exceeded budget due to: the increase in student numbers affecting the cost of student resource, and related postage and communication costs.Actual $10.992m, Budget $10.404m. »» D  epreciation was lower than budget due to delays in the asset replacement program, in particular the replacement of key student management and learning management systems. Actual $1.240m, Budget $2.020m.

Statement of financial position

»» T here was a higher than expected cash balance due to delays in planned asset replacement and the better than expected surplus. Actual $11.850m, Budget $5.128m.

ANNUAL REPORT 2009

| 87 ||


Notes

to the financial statements

for the year ended

31. R elated

31

december

2009

party transactions

Crown/Government The Correspondence School (the ‘school’) is a New Zealand domiciled state school within the meaning ascribed to that term by the Education Act 1989. The Government significantly influences the roles of the School as well as being its major source of revenue. The School may enter into transactions with Government Departments, Crown Entities and State Owned Enterprises on an arms length basis. These transactions are not separately disclosed because they are conducted on an arms length basis and in the normal course of business.

||

88 | ANNUAL REPORT 2009

Members of Board and Key Management During the year the school purchased services from Massey University, a provider of education courses and teaching resource material, of which Board of Trustees member Dr Russell Ballard is Chancellor. These services were supplied on normal commercial terms at a cost of $2,579 with balance outstanding at year end nil. (2008: cost $2,812; balance outstanding at year end nil). During the year the school purchased services from CORE Education Limited, a provider of education courses and teaching resource material, of which Board of Trustees member Carol Moffatt is a director. These services were supplied on normal commercial terms at a cost of $39,184 with a nil outstanding balance at year end. (2008: cost $12,274; balance outstanding at year end nil.) During the year the school purchased services from Victoria University, a provider of education courses and teaching resource material, of which Board of Trustees Chair Patricia McKelvey is a council member. These services were supplied on normal commercial terms at a cost of $10,423 with an outstanding balance at year end of nil. (2008: cost $18,810; balance outstanding at year end $6,438). During the year the school purchased services from Kete Pumawa Solutions, a provider of recruitment services, in which the CEO’s son is an employee. These services were supplied on normal commercial terms at a cost of $5,357, with a nil outstanding balance at year end. (2008: cost $29,694, balance outstanding $13,156).


Notes

to the financial statements

for the year ended

32. F inancial

31

december

2009

instruments risk

The carrying value of cash and cash equivalents, accounts receivable, investments and amounts owing by the school are all considered to be equivalent to fair value. Amounts owing to the school by the Ministry of Education are considered to be risk-free.

Currency risk

»» C  urrency risk is the risk that the fair value or future cash flows of a financial instrument will fluctuate because of changes in foreign exchange rates. The school holds no financial instruments with any currency risk and, accordingly has no exposure to currency risk. The school has no currency exposure in terms of overseas revenue as all fees are stated as payable in local currency.

Interest rate risk

»» I nterest rate risk is the risk that the fair value of a financial instrument will fluctuate or, the cash flows from a financial instrument will fluctuate, due to changes in market interest rates. The primary imperatives underlying the school’s cash management policies are to:

(a) ensure sufficient liquidity to enable operational & capital expenditure commitments to be met, and

(b) invest in risk-free or near risk-free investments. »» H  owever, subject to these constraints the Board seeks to minimise exposure to interest rate risk on investments due to fluctuating interest rates by acquiring investments with a range of short-term maturity dates. All investments are for less than twelve months.

Credit risk

»» C  redit risk is the risk that a third party will default on its obligations to the school, causing the school to incur a loss. In the normal course of its business, credit risk arises from debtors, deposits with banks and derivative financial assets. Maximum credit risks are disclosed in the statement of financial position. The concentration of credit risk in respect of cash and cash equivalents is mitigated by investing with three high credit rating registered banks (in accordance with section 73 of the Education Act 1989). The following cash at bank represents a concentration of credit risk:

2009 actual $000

2008 actual $000

Westpac Bank Limited

4,000

5,952

ANZ National Bank of New Zealand

3,350

3,849

Kiwibank

4,500

3,520

11,850

13,321

ANNUAL REPORT 2009

| 89 ||


Notes

to the financial statements

for the year ended

32. F inancial

31

december

instruments risk

2009

(cont ’ d)

Liquidity Risk Management

»» U  ltimate responsibility for liquidity risk management rests with the Board of Trustees, which has built an appropriate liquidity risk management framework for the management of the school’s short, medium and long term funding and liquidity management requirements. »» T he school manages liquidity risk by maintaining adequate reserves and by continuously monitoring forecast and actual cash flows and matching the maturity profiles of financial assets and liabilities.

Capital Management

»» T he school assesses the availability of accumulated surplus and the funding provided by the Ministry of Education in the calculation of capital available. There are no externally imposed restrictions on capital. »» T here has been no change during the year to the school’s exposure to market risks or the manner in which it manages it.

Sensitivity Analysis

»» T he sensitivity analyses below have been determined based on the exposure to interest rates as at 31 December. »» I f interest rates had been 50 basis points higher/lower and all other variables were held constant, the school’s profit for the year ended 31 December would increase/decrease by $40,000 (2008: increase/decrease by $66,000).

33. E vents

after the balance sheet date

There have been no significant events after the balance date requiring disclosure in the financial statements.

|| 90 | ANNUAL REPORT 2009


Audit

report

for the year ended

31

december

2009

T o the readers of the corre spondence school’s F inancial statements for the year ended 31 december 2009 The Auditor-General is the auditor of The Correspondence School/Te Aho o Te Kura Pounamu (the School). The Auditor-General has appointed me, Jacqueline Robertson, using the staff and resources of Deloitte, to carry out the audit of the financial statements of the School for the year ended 31 December 2009.

Unqualified opinion In our opinion the financial statements of the School on pages 56 to 90: »» comply with generally accepted accounting practice in New Zealand; and »» fairly reflect: »» the School’s financial position as at 31 December 2009; and »» the results of its operations and cash flows for the year ended on that date. The audit was completed on 19 April 2010, and is the date at which our opinion is expressed. The basis of our opinion is explained below. In addition, we outline the responsibilities of the Board of Trustees and the Auditor, and explain our independence.

Basis of opinion We carried out the audit in accordance with the Auditor-General’s Auditing Standards, which incorporate the New Zealand Auditing Standards. We planned and performed the audit to obtain all the information and explanations we considered necessary in order to obtain reasonable assurance that the financial statements did not have material misstatements whether caused by fraud or error. Material misstatements are differences or omissions of amounts and disclosures that would affect a reader’s overall understanding of the financial statements. If we had found material misstatements that were not corrected, we would have referred to them in our opinion.

ANNUAL REPORT 2009

|

91

||


The audit involved performing procedures to test the information presented in the financial statements. We assessed the results of those procedures in forming our opinion. Audit procedures generally include: »» determining whether significant financial and management controls are working and can be relied on to produce complete and accurate data; »» verifying samples of transactions and account balances; »» performing analyses to identify anomalies in the reported data; »» reviewing significant estimates and judgements made by the Board of Trustees; »» confirming year-end balances; »» determining whether accounting policies are appropriate and consistently applied; and »» determining whether all financial statement disclosures are adequate. We did not examine every transaction, nor do we guarantee complete accuracy of the financial statements. We evaluated the overall adequacy of the presentation of information in the financial statements. We obtained all the information and explanations we required to support our opinion above.

Responsibilities of the Board of Trustees and the Auditor The Board of Trustees is responsible for preparing financial statements in accordance with generally accepted accounting practice in New Zealand. Those financial statements must fairly reflect the financial position of the School as at 31 December 2009. They must also fairly reflect the results of its operations and cash flows for the year ended on that date. The Board of Trustees’ responsibilities arise from the Education Act 1989. We are responsible for expressing an independent opinion on the financial statements and reporting that opinion to you. This responsibility arises from section 15 of the Public Audit Act 2001 and the Education Act 1989.

Independence When carrying out the audit we followed the independence requirements of the AuditorGeneral, which incorporate the independence requirements of the New Zealand Institute of Chartered Accountants. Other than in our capacity as auditor and the provision of taxation advice, we have no relationship with or interests in the School.

Jacqueline Robertson Deloitte On behalf of the Auditor-General Wellington, New Zealand

||

92 | ANNUAL REPORT 2009


The world of enlightenment appears Painting the sky with light The beauty of our world manifests A compelling urge from highest potential A prized gift emanating forth Like the treasured aspirations of radiant greenstone The herald sings A welcoming melody This binding song A compelling urge from highest potential A prized gift emanating forth Like the treasured aspirations of radiant greenstone Auspicious leaders of the future, respected dignitaries, guests from the four winds Come partake of the fruits of knowledge T'is the far horizon The home of aspirations yet to be accomplished While the goals of today Let them be pursued and achieved A compelling urge from highest potential A prized gift emanating forth Like the treasured aspirations of radiant greenstone

This waiata was composed for Te Aho o Te Kura Pounamu by Zack Bishara


www.tekura.school.nz

Te Aho o Te Kura Pounamu Annual Report  

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