The Charter

AC Procedures Policies

Alfriston College

Procedures Policies 2017

Version 2 ratified: ________________

Signed: _____________________

Board of Trustees

TABLE OF CONTENTS

ACHIEVEMENT, TEACHING AND LEARNING _ #

  1. Treaty of Waitangi
  2. Curriculum Review
  3. Timetabling
  4. I. Timetable Procedure – Collective Agreement Provisions

II. ‘GENUINE Reasons’ Clarification

iii. Class Sizes

IV. General Provisions

V. Review Process

VI. Allocation of classes

  1. Careers and Transition
  2. information and communication technology
  3. Reprographics
  4. reporting on LEARNER progress
  5. star
  6. foreign fee paying LEARNERS
  7. Attendance
  8. Enrolment
  9. assessment
  10. achievement of maori LEARNERS
  11. equity
  12. international student accommodation
  13. international student school fee protection
  14. international student medical and travel insurance
  15. international student refund
  16. bring your own device (byod)

finance and property #

  1. grant applications
  2. theft and fraud prevention
  3. credit card
  4. related parties
  5. alfriston college travel
  6. fundraising
  7. gift
  8. entertainment
  9. school fees
  10. hardship
  11. property maintenance
  12. asset register

human resources #

  1. protected disclosures
  2. discretionary leave
  3. appointments
  4. growth and development programme
  5. equal employment opportunities (eeo)

PLANNING AND REVIEWING #

  1. policy making
  2. self-review

DISCIPLINE #

  1. stand downs and suspensions
  2. section 27

ATL 1

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.9 and Part 3, #1.1, 1.2

Treaty of Waitangi

 

Principle:

The Treaty of Waitangi is the founding document of our nation; it provides a framework for partnership today and in the future. Our school accepts its responsibility to fulfil the intent of the Treaty.

  • To ensure the curriculum reflects Maori perspective
  • To make equitable provision for the needs of Maori
  • To provide opportunities for learners who wish to learn Maori language and culture
  • To recognise Maori values in resourcing the school

 

Guidelines:

 

  1. Curriculum planning will ensure Maori perspectives are embodied in the content, methodology and assessment
  2. Teaching strategies will utilise Maori examples
  3. Opportunities will be provided for all learners to learn tikanga Maori
  4. Pastoral care is provided through culturally appropriate ways
  5. Maori values and customs will be, as far as practicable, be incorporated into school life
  6. The school will actively seek to implement the Maori dimension through the school leadership
  7. Budgeting will reflect the need to implement the Treaty

 

 

References:

  • Education Amendment Act 2000
  • Treaty of Waitangi

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 2

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.1, 1.2

Learning Programmes

 

Principle:

Alfriston College will deliver a curriculum that reflects the vision and values of The New Zealand Curriculum. Curriculum development will reflect the school context, address national education priorities and provide all learners with every chance of succeeding in the national qualification framework.

 

Guidelines:

 

  1. Within the National Curriculum Guidelines, Heads of Learning and Learning Leaders in charge of learning areas will develop courses appropriate to learners
  2. Heads of Learning and Learning Leaders are responsible for ensuring that appropriate content, teaching and learning strategies and assessment activities are developed
  3. Heads of Learning will endeavour to ensure that their learning area contributes to the school-wide planning and delivery of the Alfriston College curriculum
  4. The needs of all learners will be identified to ensure that appropriate resources are provided and learning is differentiated to ensure positive learning outcomes
  5. Heads of Learning will evaluate all courses and report as required to the BOT in line with National requirements

 

References:

  • Education Amendment Act 2000
  • Privacy Act
  • New Zealand Curriculum Framework

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 3

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.1

Timetabling

 

Principle:

The school timetable is developed annually and reflects the school’s priorities, direction and purpose in the delivery of the New Zealand Curriculum. Timetabling decisions are made with due regard to equity and fairness for staff and learners, and the requirements of the Secondary Teachers Collective Agreement (STCA 2013-2015) will be incorporated into the timetabling process.

 

Guidelines:

  1. All learners will have the opportunity to study a broad and balanced curriculum, consistent with the New Zealand Curriculum
  2. Learner choice will be the first stage of the timetabling process
  3. The timetable is developed by designated staff members in consultation with all teaching staff, but with particular reference to Heads of Learning Area and Senior Leadership Team
  4. The designated Timetablers will consult with Heads of Learning Area and the School Leader should changes have to be made with allocations originally given
  5. The non-contact requirements as described in the STCA for full-time, part-time learning leaders and those with permanent MU’s are provided
  6. The school will provide extra non-contact time for Heads of Learning Area responsible for Beginning Teachers as described in the STCA and will endeavour to provide one additional hour per MU for each permanent MU above the third (for those with more than three (3) MU’s)
  7. In special circumstances and where a genuine reason exists, learning leaders may be asked to temporarily forgo their minimum entitlement to non-contacts. These would be in times of emergency when no day relievers can be found and learning leaders holding more than the minimum non-contacts are unavailable
  8. The school will endeavour to limit class sizes for learning leaders with more than one class to an average of 26 learners per class at all times of the year. The average class size will be based on 1 March numbers
  9. Where a teacher has an average class size that exceeds the 26 learner threshold, then an agreeable (between the teacher and the Principal) compensatory mechanism will be provided – this may include extra non-contact time or a reduction of other duties
  10. Learning leaders are expected to fulfil duties other than the timetabled delivery of lessons. Such duties may include administrative responsibilities, pastoral care and guidance of learners, community responsibilities, co-curricular responsibilities

 

ATL 3A Timetable Procedure

 

Collective Agreement Provisions

Non-contact time

  1. Non-contact time is based on an individual timetabled classroom teaching hours comprising of a total of 25 hours or a combination of periods of time equivalent to 25 hours per week
  2. Each full-time teacher shall have a minimum of five hours non-contact time within each school week
  3. The school will provide release time equal to one hour per week for Heads of Learning who are directly responsible for the advice, guidance and curriculum support of a first year beginning teacher, subject to this beginner teacher being eligible for the 5 hours advice and guidance time allowance
  4. The school will endeavour to timetable part time learning leaders for a maximum of 18 contact hours per week
  5. The school shall provide non-contact time to part time learning leaders consistent with the provisions of 5.2.6 (b) of the STCA
  6. The school shall endeavour to provide non-contact time to part time learning leaders employed between

0.48 – 0.89 FTTE proportionate to that provided to full time learning leaders

  1. Trained, full time beginning learning leaders in their first year are allocated a beginner teacher allowance of five hours per week for advice and guidance purposes as well as their minimum non-contact entitlement
  2. Trained, full time beginning learning leaders in their second year are allocated a beginner teacher allowance of two and a half hours per week for advice and guidance purposes as well as their minimum noncontact entitlement
  3. Trained part time beginning learning leaders in their first year who are employed for 0.5 or more of a full time load shall receive included in their hours 2.5 hours per week for advice and guidance
  4. The Specialist Classroom Teacher position shall be allocated 4 hours non-contact time in addition to their other contractual non-contact time to perform the duties of a Specialist Classroom Teacher

Unit holders

  1. The school will timetable each permanent unit holder with one additional non-contact hour for each of the first three units held
  2. The school will endeavour to timetable each permanent unit holder of 3 or more units with one additional hour of non-contact time or sufficient additional non-contact time to manage their additional administration, management or pastoral duties
  3. The school will endeavour to provide each teacher in charge of a subject area who does not hold a permanent unit with one additional non-contact hour
  4. The school will endeavour to provide additional non-contact time for administration, pastoral and guidance responsibilities, curriculum leadership, for professional development, for other special duties as determined by the School Leader

 

‘Genuine Reason’ Clarification

  1. Learning leaders may only be asked to temporarily forgo their minimum entitlement to non-contact hours when:
    1. All reasonable options have been investigated and no alternative to a reduction in entitlement non-contact time can be found
    2. The request is made on an individual basis, and a blanket request for agreement to reduction in non-contact entitlements shall indicate a need to review timetable structures and operation
    3. There is a sudden emergency that requires supervision of a class for its ongoing safety. All efforts will be made to find a day reliever
    4. If no day reliever can be found after timely and appropriate efforts have been made
    5. On a longer term basis, and after all reasonable endeavours have been exhausted, the timetable can only be made to operate if a teacher teaches for a term, semester, module or a year, at a higher level of contact than their minimum non-contact indicates
    6. Learning leaders holding more than the minimum non-contacts have first been asked to forgo one or more of those additional non-contacts
  2. Where by virtue of demonstrated timetable or other constraints the allocation identified of noncontact hours or an average 26 learners per class limit for any individual teacher cannot be implemented the teacher will be offered the opportunity to review the timetable and suggest changes that would allow the allocation of their non-contact entitlement or average class size entitlement. If it is subsequently agreed that there is genuine reason why it is not possible to provide the noncontact or average class size entitlement within the timetable, then the principal and the teacher may mutually agree to compensate the teacher with:
    1. An equivalent increase in the allocation of time for non-contact teaching duties at another point in that school year; or
    2. An equivalent increase in the allocation of time for non-contact teaching duties in the following school year; or
    3. An equivalent reduction in non-teaching or supervisory duties outside the school’s timetabled teaching periods; or
    4. Compensatory relief cover for the teacher later in that school year; or
    5. Some combination of the above
  3. Where by virtue of genuine and demonstrated temporary constraints the allocation of non-contact hours to which an individual teacher is entitled cannot be met within any week then the principal and the teacher may, on each occasion, mutually agree to compensate the teacher with:
    1. An equivalent temporary allocation of non-contact time at another point in that school year; or
    2. An equivalent temporary reduction in non-teaching or supervisory duties outside the school’s timetabled teaching periods; or
    3. Relief cover for the teacher later in that school year; or
    4. Some combination of the above

 

Class Sizes

  1. Class sizes are determined by the resources available and by benchmarked good practice
  2. The school will endeavour to limit classes for learning leaders with more than one class to an average of 26 learners per class at all times of the year
  3. Classes will not usually exceed 30 learners. Consultation with the HOL is required if this is likely to occur
  4. Classes should not be above 30 learners in two successive years. Should this occur, the school shall endeavour to provide additional classes in the subject. Where there is a pattern of large classes in a subject, the school shall review the number of classes in that subject and endeavour to increase the number of classes to reduce class sizes
  5. Support for oversize classes may include provision of support staff, increased time allowance, compensatory time or additional staffing
  6. Class sizes should not fall below 15 learners in two successive years. Should this occur, the viability of the course will be examined. Criteria to be employed during such a review would include, but is not limited to, the level of the class, historical class sizes in the subject and the vision of the Alfriston College curriculum
  7. Support for small classes may include multilevel classes, reduced time allowance or dual enrolment at Correspondence School. Decisions related to these options will be made each year by the Principal in consultation with the relevant Heads of Learning

 

General Provisions

Monitoring and Recording of the Use of Entitlement Non-Contact

  1. The Deputy Principal of Curriculum and the Timetablers are responsible for monitoring that learning leaders receive their entitlement non-contact periods and average class size
  2. If staff are concerned that they have not received the non-contacts that they are entitled to, or exceed an average of 26 learners per class then the teacher or his/her union representative is to approach in the first instance, the Deputy Principal with responsibility for timetabling. If the teacher is not satisfied with the reply that s/he receives, s/he or his/her union representative is to consult the Principal

Splitting Classes

  1. Splitting classes between two or more learning leaders is avoided if possible. Any proposed class splitting requires consultation between the Principal, the relevant Head of Learning and the affected learning leaders

Modules and Options

  1. Modules and options (in the junior school) may create an uneven workload distribution through the year. In this case, learning leaders concerned may receive their guaranteed entitlement to non-contacts at different rates during the year

 

  1. Review Process
  2. This procedure shall be reviewed every three years
  3. Between triennial reviews either the School Leader or the PPTA branch chairperson on behalf of employees covered by the Collective Agreement may initiate a review through requested consultative meetings

 

  1. Allocation of classes
  2. In discussion with the Head of Learning Area, the school will endeavour to consult with individual learning leaders re timetable changes and classes outside of ‘specialist’ area.

 

References:

  • Secondary Teachers’ Collective Agreement (2013-2015)
  • Education Amendment Act 2000
  • Alfriston College Timetable procedure document

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 4

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.1

Careers and Transition

 

Principle:

Learners are given the opportunity to learn to make considered decisions about their future and action these with appropriate career information and guidance:

  • To ensure we have updated information on opportunities for employment and training in the school to assist transition when leaving secondary education
  • To offer assistance to learners seeking employment, training and further education
  • To ensure learners have access to current information and support relevant to their future plans

 

Guidelines:

  1. Systems are in place to provide up to date information in the library and career resource centre on:
    1. Vocational pathways
    2. Education and training
    3. Financial literacy and support
  2. Learners are familiarised with general career guidance information and are assisted in learning about careers and how to use information sources through programmes offered in tutor time, subject lessons, option blocks and special interventions
  3. Learners are assisted to use guidance information for personal planning, self-awareness, exploring opportunities and deciding and acting on the information
  4. Opportunities through visiting speakers out of school visits and other activities are provided to learners to help make informed decisions via STAR and Gateway programmes
  5. Classroom materials, activities, curriculum and other resources are produced for teaching/learning leaders to use with learners
  6. Flexible programmes are offered which can be adapted to suit the needs of learners who are nearing the end of their schooling and are at risk of being unemployed

 

References:

  • Education Amendment Act 2000
  • New Zealand Curriculum Framework

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 5

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.1

Information and Communication Technology

 

Principle:

Alfriston College will provide all learners with the information and communication technology skills they will need to become active and productive citizens. Quality teaching, utilising information and communication technologies to improve learning outcomes for all learners, will be provided.

 

Guidelines:

 

  1. The school network will enable access to information from within and beyond the school
  2. Professional development programmes will support staff in the area of ICT in learning programmes
  3. A management group will oversee ICT within the school
  4. A website will serve as a publicity brochure for the school. It will also provide information for parents, prospective staff members, other educators and learners
  5. Student safety will be of paramount importance to their use of internet facilities

 

References:

  • Education Amendment Act 2000
  • Privacy Act

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 6

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.1

Reprographics

 

Principle:

To ensure that up-to-date and reliable technology is used to provide efficient and organised reprographics service to meet the needs of all users.

 

Guidelines:

  1. Requests and submissions are processed on a 48 hour turn around or other time frame by negotiation
  2. The standard of reprographics is of a high quality and meets the needs of the users
  3. Communication is always at a professional level to users and external contract staff
  4. The equipment will always be maintained at a high level
  5. Staff employed will have high level expertise in reprographics operation and management and trained with technology changes
  6. Systems and procedures for using reprographics services will be clearly communicated to users
  7. FUJI XEROX CONTRACT

Currently the school has a contract with Fuji Xerox for all printing and copying. This contract allows for the provision of a range of multifunctional devices and laser printers across the site. The contract includes support and machine consumables (except staples) on the multifunctional devices. The school cannot purchase its own printers or multifunctional devices as this would be the breach of contract. The contract has a fixed cost per impression for both printing and copying, machine meters are read and the school is charged on the number of impressions across the site each month. The placement of machines is dependent on volume, nature of job and number of staff accessing, this is reviewed annually by both the school and Fuji Xerox with the previous year’s data. (See Placement of Copiers Map)

  1. LOCATION AND USE OF EQUIPMENT

I. Reprographics Room

I) Reprographics Services

This is where all high volume jobs and specialist reprographics needs are sent. The room is staffed between the hours of [9.00am to 3.00pm] by a trained reprographics assistant. Staff requiring these services can access by:

  • Completing a reprographics request form (located in staffroom)
  • By sending an email to reprographics@ac.school.nz

The quality of the completed job will be the highest possible but it is dependent on the quality of the originals supplied. Reprographics services will be completed within a 48-hour timeframe, exceptions to this are:

  • Machine failure
  • Urgent administrative tasks as authorised by SLT
  • Negotiated learning area needs

ii) Use of Reprographics Room machines

As these machines are high volume machines with specialist finishing the following conditions of use apply:

    1. Teaching staff are not permitted to use these machines at any time.
    2. Learning Assistants who have received training from Fuji Xerox trainers may use these machines. Negotiation with the reprographics assistant is advisable to ensure workflow.
    3. Administrative print jobs can be sent directly to the machines in the reprographics rooms as required by support staff within the Administration block.

iii) Use of Reprographic Room

This room is available for all staff to prepare make resources not requiring the use of photocopier, for example: cutting and pasting, book covering. Within the room basic stationery items are available at no charge, specialist materials e.g. colour paper, duraseal, and plastic bags will need to be purchased from the budget that covers the job.

After any resource preparation it is expected that the room and equipment is left in a good state for the next user.

v) New book covering process:

The library will catalogue the books. The catalogued books are then sent to Reprographics room to be covered by learning assistant allocated to the learning area. Once the books are covered they are returned to library for issue.

  1. Photocopiers within learning spaces (Whanau blocks, library, ILC room)

These machines are available to teaching staff, support staff and learners to meet the needs of copying and printing within teaching and learning. Copy cards are used on all photocopiers, each machine has a terminal to swipe the card and then a password is entered. Staff may only charge copying to the areas they have been authorised to. Copy cards are also staff ID cards; photos for new staff are taken at the beginning of each year around the same time as learners and then updated as required throughout the year by the Network Manager.

  1. Laser printers

A number of laser printers are located throughout the school to meet the needs of users.

  1. MAINTENANCE AND SUPPORT OF EQUIPMENT

Maintenance as a result of normal operation is covered under the Fuji Xerox contract. Damage deemed to be caused by misuse will be charged to the school. Please email helpdeskalfriston@ac.school.nz when machines require service.

  1. CONSUMABLES

i) Toner

Toner is covered under the Fuji Xerox contract. Please email reprographics@ac.school.nz when local machines require toner.

ii) Paper

Paper is purchased from a separate company and is not part of the Fuji Xerox contract; the cost per sheet is included in the copy and print charges shown above. Paper is stored in the Reprographics room in the Administration block. Please email reprographics@ac.school.nz when local machines need paper.

References:

  • OSH regulations
  • Privacy Act
  • Copyright

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 7

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.1 and Part 3, #1.2, 1.3

Reporting on Learner Progress

 

Principle:

Alfriston College recognizes its legal requirement to provide parents and/or caregivers of their learners with reports on progress and final achievement. We seek to ensure that all parents and caregivers have access to relevant information regarding achievement at school.

 

Guidelines:

 

  1. Learners who have completed qualifications on the National Qualification Framework (NQF) may apply for a Record of Achievement
  2. Progress and achievement information will be made available to parents and/or caregivers via Linc Ed at timely intervals throughout the year
  3. Specific opportunities will be provided for parents and/or caregivers to discuss with Amokura and Learning Leaders their child’s progress at school
  4. Notice of access to information should be given by a parent and/or caregiver to the school allowing sufficient time to collate relevant information
  5. All information relating to learners is subject to the Privacy Act provisions

 

References:

  • Education Amendment Act 2000
  • Privacy Act

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 8

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.2

STAR

 

Principle:

  • To enable us to offer an authentic and relevant curriculum that uses innovation to maximise student learning and enjoyment as per our strategic goal
  • To address the transition needs of learners who are not achieving, are at risk of not achieving, or have special needs, including the gifted and talented in line with NAG 1 (iii)
  • To enable us to offer programmes that create pathways for learners leading to work or further study
  • To put our senior learners in touch with their future employment or study directions

 

Guidelines:

 

  1. Systems are in place to identify learners’ needs and interests in order to plan an appropriate STAR programme
  2. Provide up to date information in the Career Resource Centre on STAR programmes available to learners
  3. Staff, learners and parents are advised about STAR and its role within the school
  4. Heads of Learning Areas are assisted in the application for STAR funding for their Learning Area for future academic years
  5. Learning Leaders of STAR programmes are assisted in the completion of all documentation required to run a STAR programme
  6. The STAR Co-ordinator is responsible for the STAR financial recording system, the completing of the STAR funding report to the Ministry of Education to confirm that Crown funds allocated for STAR have been used for the purpose intended and the reviewing and reporting of STAR to the Principal and Board of Trustees

 

References:

  • Education Amendment Act 2000

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 9

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.2

Foreign Fee Paying Learners

 

Principle:

It is a common aspect of New Zealand schools that it enrolls learners who are not entitled to free access to education in this country. Some form of fees structure is required when enrolling such learners.

The Board in managing foreign fee paying students [FFPS] will:

  • Ensure that the enrolment of FFPS is controlled and consistent with the overall enrolment policy of the school
  • Ensure that FFPS obtain the same quality of education as do full time New Zealand learners
  • Ensure that related administration is efficient and maintains the safety of learners and the integrity of programme delivery for which they are enrolled

 

Guidelines:

 

  1. The Learning Support Leader – International Students is responsible for the enrolment of all FFPS. Relevant forms and procedures will be developed to align and comply with the Education (Pastoral Care of International Students) Code of Practice 2016.
  2. The Board of Trustees annually sets the fees for FFPS
  3. FFPS have full access to school programmes, sporting and cultural
  4. opportunities and to all guidance facilities and programmes
  5. An instalment and deposit structure will be developed
  6. If a FFPS gains permanent residence, then any refund of fees will be at the discretion of the Principal as will the rate if such a refund is permitted
  7. In managing its FFPS full implementation of the Code of Practice will be honoured especially as it relates to pastoral support, safety and provision of language assistance

 

References:

  • The Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989.

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 10

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.2

Attendance

 

Principle:

 

Alfriston College recognises that non-attendance at school has been identified as a major barrier to learning and a significant indicator of at-risk learners. Alfriston College will take responsible steps to ensure that learners enrolled at school attend. Nonattendance will be investigated, recorded and reported on.

 

Guidelines:

 

  1. Attendance registers will document attendance and non-attendance
  2. The school will have a consistent system for marking attendance registers
  3. Attendance information will be placed on learners’ cumulative records
  4. The school will have an enrolment procedure in line with the Education Act and school guidelines
  5. Emergency closure procedures are in place
  6. Suspension procedures in line with Ministry of Education requirements and school guidelines will be met
  7. Attendance monitory systems will exist and referral to appropriate agencies will occur when required

 

References:

  • Section 11H (1) Education Act 1989
  • Education Amendment Act 2000 11A-11PB

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 11

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.2

Enrolment

 

Principle:

To avoid overcrowding of Alfriston College an enrolment scheme will operate in accordance with Ministry of Education requirements.

 

Guidelines:

  1. A copy of the Ministry approved enrolment scheme will be available for inspection at the school at all reasonable times
  2. The local community will be informed of enrolment procedures operating at the school through school newsletters and local press
  3. Good liaison will exist between contributing schools and Alfriston College staff to ensure a smooth as possible transition occurs for learners
  4. All learners enrolling will be interviewed with a parent/guardian present
  5. Priority One (in-zone) learners enrolling will be required to provide verifiable proof of ‘usual place of residence’ before acceptance of enrolment is given
  6. If a ballot is held, the ballot will be run according to Ministry of Education guidelines
  7. Clear internal enrolment systems and procedures will be established and operate to ensure student enrolment needs are met
  8. Enrolment Criteria – Alfriston College

Schools that operate under an enrolment scheme are legally obliged to enroll learners that live within their ‘home zone’. The school needs to ensure that it has systems and procedures to follow that establishes that the address given at the time of enrolment is the learners ‘usual place of residence’ and that the student is living with their ‘usual caregiver or an adult that has ‘caregiver rights’.

  1. Enrolment Verification at Alfriston College

Any student enrolling at Alfriston College is required to provide a completed enrolment form including:

1. Proof of current* residential address – this requires the family/caregiver to demonstrate residency, not ownership.

Acceptable proof includes: Telephone account Power bill Contents Insurance IRD/WINZ documentation Lawyers Affidavits

Unacceptable proof includes: Water rate Land rate assessments Bank Statements Tenancy Agreements Statutory declarations; It is important that the proof provided is current.

2. Birth Certificate/Passport – Learners will be enrolled under their legal names; any official school documentation will be produced with their legal name. Learners will have the option to use a ‘known as’ first name the option to use their ‘known as’ names for day to day school life.

3. Usual Caregiver Verification. At the time of enrolment there needs to be a direct link between the enrolling student and the name on the ‘Usual place of residence’ documentation provided. This link can be established through a number of avenues including:

  • Birth Certificate
  • Marriage licenses (in the case of any remarriages)
  • Legal adoption
  • WINZ documentation (i.e. child support)
  • CYFs documentation
  • Doctor’s letters etc

4. Declining Enrolments

If the enrolling staff member (Senior Leadership Team member, Whanau Leader) feels that any of the above criteria is not met, an enrolment will be declined. The family may approach the Board of Trustees or the Ministry of Education. If this happens the enrolling staff member will provide a written report/Verbal report as to why the enrolment was declined. Under section 11P of the Enrolment legislation the Ministry can direct the school to enroll a student, although this has rarely been exercised.

5. Annulling an Enrolment

The Board of Trustees has the right under section 11(0) to annul an enrolment if

  • A place is offered to a student but the school later has reason to believe that the address or caregiver relationship was only temporary in order to gain enrolment at the school
  • The student has moved out of zone before the commencement of the school year
  • Specific procedures must be followed in the annulment of an enrolment. These are stated in the Enrolment legislation.

Explanation

Any school that operates under an enrolment scheme is deemed to be ‘overcrowded’ or at risk of becoming ‘overcrowded’. The legislation is in place to ensure learners have a right to attend their nearest local school, and that the school is able to manage their roll growth.

6. The demand for places at Alfriston College is high. Parents/families could provide false information or set up temporary living arrangements to ensure their child gains entry into the school of their choice (but not necessarily the school they are ‘in-zone’ for). The school will manage the enrolment process by

  • Researching and identifying ‘in-zone’ learners from contributing feeder schools, allowing for some base line data to be gathered re ‘in-zone’ learners
  • Following established systems and procedures for all enrolments
  • Having clear lines of communication between enrolling families, enrolling staff and Board of Trustees
  • Ensure that all enrolment legislation is adhered to

References:

  • Section 11H (1) Education Act 1989
  • Education Amendment Act 2000 11A-11PB
  • Guidelines for the development and operation of Enrolment schemes –
  • Ministry of Education – August 2000
  • Instructions relating to the operation of Enrolment Schemes – Ministry of Education – August 2000

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 12

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.2 and Part 3, #1.2

Assessment

 

Principle:

Alfriston College recognizes its legal requirement to provide a range of assessment practices at all levels. Alfriston College will develop assessment practices and procedures that:

  • Provide useful, on-going information to assist learning leaders to review progress and plan
  • Provide a basis for reporting to parents and caregivers about children’s learning and development
  • Provide student profile data on achievement and learning barriers
  • Comply with the regulations set within and by the National Framework and the New Zealand Qualifications Authority
  • Provide useful on-going information to assist learners with their progress [feedforward and feedback]

Guidelines:

1. The school’s Quality Assurance Manual will formulate the procedures relating to assessment

2. Each learning area will comply with the school’s assessment statements as outlined in the Quality Assurance Manual

3. Regular assessment review and reporting will occur for each learning area

4. The school will comply with all external expectations regarding assessment and moderation of assessments

 

References:

  • Education Amendment Act 2000
  • Privacy Act
  • QMS Manual

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 13

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.2.3 and Part 3, #1.3

Achievement of Maori Learners

 

Principle:

 

Alfriston College accepts the importance of the need to raise the achievement levels of Maori learners to enable them to have equitable access to future educational, occupational and social opportunities. The Board and staff will work to better respond to Maori learners and achieve shared goals alongside whanau and iwi, to ensure the following:

  • we comply with Treaty of Waitangi obligations
  • we implement procedures for raising Maori achievement with input and guidance from whanau, iwi and staff
  • we encourage Wananga to ensure co-construction and support with all planning to raise achievement of Maori learners
  • we assist staff in meeting the school’s aims and obligations

Guidelines:

1. Consultation is linked to Alfriston College Home School Partnership [HSP] philosophy and scheduled throughout the year

2. The Board will seek to have as a member a Maori community representative or Mana Whenua where possible

3. The school will ensure appropriate achievement targets are set for Maori learners in consultation with staff, in particular Maori Learning Leaders, with appropriate community agencies and with local Maori and develop programmes of interventions, activities and resourcing aimed at raising achievement levels. This may involve targeted funding, procurement of appropriate resources and possible appointment of staff.

4. Ongoing monitoring of Maori learner achievement levels will occur and be regularly reported to the Board

5. The school will ensure that they and the teaching staff meet the appropriate teaching standards relating to te reo Maori and tikanga Maori

6. The development of culturally appropriate and culturally relevant learning relationships will be the goal of all Learning Leaders

7. Appropriate professional development and support will be provided to all Learning Leaders to ensure they are able to develop

 

References:

  • Education Amendment Act 2000

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 14

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.2 and Part 3, #1.3

Equity

 

Principle:

 

All learners at Alfriston College shall have access to the National Curriculum regardless of race, religion, gender or disability. Every endeavor will be made to ensure learners are not subject to discrimination and that learners are treated with respect to their ethnic background.

Guidelines:

 

1. The school will endeavor to provide positive role models in terms of race, religion, gender and disability so that learners can understand the importance of equity in the behavior of themselves and others

2. Learning Leaders will endeavor to be aware of the cultural background of each learner

3. Senior staff will ensure that equity goals are being met when monitoring learning programmes

4. Resources will be unbiased, fair and accessible to all groups in the school

5. The school will endeavor to provide a balanced gender and ethnicity in its staff

6. Culturally appropriate methods of teaching and assessing will be practiced

 

References:

  • Education Amendment Act 2000
  • Privacy Act

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 15

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #8

International Student Accommodation

 

Principle:

Alfriston College undertakes to comply with the accommodation provisions set out in Part 6 of the Ministry of Education Code of Practice for the Pastoral Care of International Students. The categories of accommodation that will be accepted by the education provider are:

• Living with a parent

• Living with a designated caregiver

• Living in a homestay

Guidelines:

1. The school recognises the need to provide a suitable living environment conducive to study and a safe and supportive home life for all international learners

2. The school aims to ensure that the residential carer will be involved in the welfare of a student away from the student’s family and home country

3. To assist the student to successfully integrate into the New Zealand lifestyle

4. To work towards the overseas parents’ peace of mind knowing that the student is well cared for and happy in New Zealand

5. Alfriston College will arrange accommodation from international learners and will not make use of accommodation agents to organise and monitor student accommodation according to the Code of Practice for the Pastoral Care of International

Students References:

  • Part 6, Ministry of Education Code of Practice for the Pastoral Care of International Students

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 16

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #8

International Student School Fee Protection

 

Principle:

 

Alfriston College has developed a fees protection policy to ensure that international student fees paid in advance are handled in a manner consistent with generally accepted accounting practice. The purpose is to ensure that those funds are secure and can be made available in accordance with the school’s refund policy.

This policy should be read in conjunction with the Education (Pastoral Care of International Students) Code of Practice 2016

Guidelines:

  1. The school will ensure that international student fees paid in advance are protected so that the unused portions of any fees are available for refund at any time
  2. The school will ensure that funds from international students paid in advance are accounted for in such a way that individual student balances are clearly identified and monitored
  3. The school will ensure that generally accepted accounting procedures are applied to international student fees paid in advance
  4. The school will ensure that only those staff with appropriate authority will have access to international student funds paid in advance
  5. The school will ensure that all international fees paid in advance shall be paid into the school’s operating account or other account authorised by the Board of Trustees
  6. The school will ensure that fees paid in advance are treated as a liability to the school and only recorded as revenue as the fees are earned over time
  7. The school will transfer fees paid in advance to revenues at appropriate intervals during the period of enrolment for each student
  8. The school will ensure that it has sufficient funds available to meet the international student fees paid in advance liability at any time
  9. The school will ensure that the operation of this fee protection policy is audited as part of the school’s audit procedures

Review:

The school will review procedures relating to this policy as part of the annual self-review. The school will collect and record appropriate evidence of the review.

Reporting:

The Leadership Support Leader – International Students will report directly to the school leader on the operation of the school’s fees protection policy

References:

  • Part 6, Ministry of Education Code of Practice for the Pastoral Care of International Students

BOT COMMITTEE: ATL

Date Ratified / Reviewed: Annually

Signature:

Next Review Date:

ATL 17

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #8

International Student Medical and Travel Insurance

 

Principle:

Alfriston College has developed a medical and travel insurance policy to:

• Ensure the safety, well-being of the students studying at Alfriston College

• Ensure that the school is protected in the event of an emergency

• Ensure compliance with the Ministry of Education’s Code of Practice for the Pastoral Care of International Students [2003] [The Code of Practice]

Policy Requirement Advice:

1. All learners are required to have appropriate and current medical and travel insurance for the duration of their planned study, a specified in the Code

2. The education provider shall advise all prospective learners of the standard wording as set out in the Code of Practice and provide information on the education provider’s medial and travel insurance requirements

3. Learners purchasing insurance should purchase insurance cover at the time of fee payment and before they leave their home country

4. Where insurance is provided from a New Zealand company policy details should be provided in the student’s first language where possible

5. In the case of overseas policy providers, learners must provide the school with the policy details in English before the student attends classes

Verification of policies will be undertaken prior to enrolment in accordance with section 7.4 of the Code and Code Guidelines.

As part of the verification process, Alfriston College shall ensure that:

• The insurer/re-insurer is a reputable and established company with substantial experience in the travel insurance business, and has a credit rating no lower than A from Standard and Poors, or B+ from A M Best

• The insurer is able to provide emergency 24-hour, 7 days per week cover

• Learners have a ‘certificate of currency’ and policy wording from the insurance company stating that the student has purchased the cover for the duration of the planned period of study. The certificate and policy wording must also detail medical sums insured, repatriation benefits etc

 

Where a student is not in possession of an appropriate and current medical and travel insurance policy the school undertakes to:

• Advise the student of the medial and travel insurance requirements Guidelines:

• Provide the student with a default policy or policy choices which meets the requirements of the

Code of Practice Guidelines

The cost of default insurance will be met by the student

Recording of Policy Details:

For each student Alfriston College shall record the:

a) Name of the insurer

b) Policy number

c) Policy start and end dates

Policy Renewals:

For each student, prior to the expiry of their medical and travel insurance policy, Alfriston College shall issue a written reminder to the student advising that policy renewal must be completed.

Execution:

  • I have read and understand the terms set out in this agreement, including the attached schedule and agree to them
  • I acknowledge that the provision of false information or the withholding of relevant information may result in the termination of enrolment
Signature of applicant: _______________________________________________________________________
 

 

 

[Student]
Signature of parent: _______________________________________________________________________
  [Parent of student under 18 years]
Signature for provider:

 

 

_______________________________________________________________________
Designation:

 

Date:

_______________________________________________________________________

References:

  • Part 6, Ministry of Education Code of Practice for the Pastoral Care of International Students

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 18

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE:

International Student Refunds

Principle:

 

Alfriston College does not refund tuition fees except in the following circumstances:

  • If a student withdraws from his/her course of study before the course completion date, he/she will not receive a refund of school fees except in exceptional circumstances. In such cases, the parents/caregivers should write to the Leadership Support Leader – International Students explaining what the exceptional circumstances are; however, the College’s decision is final. If a student has applied via an approved agent, the letter may come through the agent.

If the application for a refund is made before the start of the course, fees will be refunded less:

  1. An administration fee
  2. Components of the fee already committed for the duration of the course, including appropriate portions of salaries of learning leaders and support staff (if applicable)
  3. Any other costs already incurred

Please note, the balance of homestay money will be refunded back to the parent’s/caregiver’s bank account in full at the time the student signs out of Alfriston College.

Compassionate refunds:

In exceptional circumstances, refunds may be granted on compassionate grounds (e.g. death of a parent, serious illness, accident). All such refunds will be at the discretion of the School Leader and the Board of Trustees

In an international fee-paying student gains residency during their course:

There will be no refund of fees. A new resident will then abide by the school enrolment scheme. Documentation of residency must be provided within 14 days of it being granted.

The Board of Trustees will make no refund:

  1. When a student is required to leave the school for a breach of the rules and conditions of enrolment at the school or has broken a New Zealand law
  2. Where a student has been stood down, suspended or excluded
  3. Where a student returns home for any reason other than serious illness, accident or death of a close family member
  4. If the enrolment application is found to be inaccurate in any way and the contract is terminated
  5. If a student wants to transfer to another school or educational institute

Homestay fees:

If you move out of your homestay before the end of the contract:

  1. All unused homestay fees will be refunded, provided the homestay has been given two weeks’ notice that the student is leaving
  2. If the student does not give two weeks’ notice, then two weeks’ homestay fees will be deducted from any refund

Payment of refunds:

All refunds over $2,000 NZD will be paid to the parents/caregivers of the student back to the country of origin. Refunds under $2,000 NZD will be given directly to the student with the written permission of their parents/caregivers

NB: The New Zealand Immigration Service will be notified if any student ceased to attend Alfriston College for whatever reason.

I agree with these refund conditions:

Print parent’s full name:

 

 

_______________________________________________________________________
Print student’s full name:

 

Date:

_______________________________________________________________________

References:

  • Part 6, Ministry of Education Code of Practice for the Pastoral Care of International Students

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

 

ATL 19

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE:

Bring Your Own Device [BYOD]

Principle:

Alfriston College uses instructional technology as one way of enhancing our mission to teach the skills, knowledge and behaviours learners will need as responsible citizens in the global community. Learners learn collaboration, communication, creativity and critical thinking in a variety of ways throughout the school day. In an effort to increase access to those 21st Century skills, AC will allow personal devices on our guest network and school grounds for learners who follow the responsibilities stated in our Computer/Cybersafety Use Agreement and the attached guidelines regarding B.Y.O.D.

Guidelines:

  1. Alfriston College strives to provide appropriate and adequate technology to support instructional purposes. The use of personal devices by learners is optional, and learners who do not participate in B.Y.O.D. will not be penalized and school devices or as appropriate alternatives will be available.
  2. An important component of B.Y.O.D will be education about appropriate online behaviours. We will review cyber-safety rules with learners frequently throughout the course of the school year and will offer reminders and reinforcement about safe online behaviours. In addition to the rules outlined in these guidelines, learners will be expected to comply with all class and school rules while using personal devices. The use of technology is not a necessity but a privilege. When abused, privileges will be taken away.
  3. For the purpose of this program, the word “devices” will include laptops, netbooks, cell phones, smart phones, IPods, IPads, tablets, and eReaders. Please note that gaming devices with internet access is not permissible at this time.
  4. Learners and parents/guardians participating in B.Y.O.D. must adhere to the Learner Code of Conduct, Computer/Cybersafety Use Agreement and all Board Policies, particularly Internet Safety Procedures Policy.
  5. Each Learning Leader has the discretion to allow and regulate the use of personal devices in learning spaces and on specific projects.
  6. Approved devices must be in silent mode while on school campus, unless otherwise allowed by a teacher. Headphones may be used with teacher permission.
  7. Devices may not be used to cheat on assignments, quizzes, or tests or for non-instructional purposes (such as making personal phone calls and text messaging).
  8. Learners may not use devices to record, transmit, or post photographic images or video of a person or persons on campus during school hours or during school activities, unless otherwise allowed by a teacher.
  9. Devices may only be used to access computer files on internet sites, which are relevant to the classroom curriculum.
  10. The school’s network filters will be applied to a device’s connection to the internet and any attempt to bypass the network filters is prohibited.
  11. Alfriston College is authorized to collect and examine any device that is suspected of causing technology problems or was the source of an attack or virus infection.
  12. Learners are prohibited from bringing a device on premises that infects the network with a virus, Trojan, or program designed to damage, alter, destroy, or provide access to unauthorized data or information.
  13. Learners are prohibited from processing or accessing information on school property related to “hacking.”
  14. Learners are prohibited from altering or bypassing network security policies.
  15. Learners and parents should be aware that devices are subject to search by school Leaders if the device is suspected of a violation of the learner code of conduct. If the device is locked or password protected the learner will be required to unlock the device at the request of a school Leader.
  16. Printing from personal devices will be regulated by the school.
  17. Each user is responsible for his/her own device and should use it responsibly and appropriately. Alfriston College takes no responsibility for stolen, lost, or damaged devices, including lost or corrupted data on those devices. While school staff will help learners identify how to keep personal devices secure, learners will have the final responsibility for securing their personal devices. Please check with your homeowner’s policy or your Agreement with Cyclone Computers if you purchased a device under this scheme, regarding coverage of personal electronic devices, as many insurance policies can cover loss or damage.
  18. Alfriston College is not responsible for any possible device charges to your account that might be incurred during approved school-related use.
  19. Users should strive to maintain appropriate bandwidth for school-related work and communications. All users will use the “AC BYOD” wireless network to access the internet. AC does not guarantee connectivity or the quality of the connection with personal devices. AC and its Information Technology contractor is not responsible for maintaining or troubleshooting learner tech devices.
  20. Users will accept and sign the agreement below:

I understand and will abide by the above policy and guidelines. I further understand that any violation is unethical and may result in the loss of my network and/or device privileges as well as other disciplinary action. During the course of the school year, additional rules regarding the use of personal devices may be added.

___________________________ _______________

Signature of Learner Date

_________________________ ______________

Signature of Parent/Guardian Date

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

 

FAP 1

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Grant Applications

 

Principle:

Alfriston College wishes to benefit from grant funds that are available to schools, provided that the activities and/or materials so funded are aligned with the school’s goals and strategic directions. Any requirements of a grant must be achievable, and not conflict with existing school policies.

 

Guidelines:

 

  1. Written application must be made to a monthly meeting of the Board of Trustees
  2. All applications must state:
  • Source of the grant funds (and history of previous grants if any)
  • Amount of grant sought
  • Deadlines for submitting application and meeting grant requirements
  • Any specific conditions attached to the grant
  • Purpose of the grant expenditure
  • Relationship to Alfriston College goals and strategic directions
  • Staff member(s) responsible for administering the application, monitoring grant funds, and supervising the activities and/or materials funded.

 

References:

  • A copy of grant applications and receipts shall be held by the Executive Director
  • Grant Application register

BOT COMMITTEE: FAP

Date Ratified / Reviewed:

Signature:

Next Review Date:

FAP 2

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Theft and Fraud Prevention

 

Principle:

The Board wishes to protect the physical and financial resources of the School. The Board expects that any investigation into any theft or fraudulent actions will be conducted in a manner that conforms to the principles of natural justice and is procedurally just and fair.

Guidelines:

  1. As preventative measures against theft and fraud the Board requires the Principal, its chief executive, to establish systems to guard against the actions of theft and fraud:
  2. The School’s physical resources are kept secure and accounted for
  3. The School’s financial systems are designed to prevent and detect the occurrence of fraud. All such systems must meet the requirements and standards as set out in the Public Finance Act 1989, Section 42 (B) and of generally accepted accounting practice promulgated and supported by the Institute of Chartered Accountants of New Zealand), the Education Act 1989 and the New Zealand Equivalents to International Accounting Standards (NZ IFRS)
  4. Staff members who are formally delegated responsibility for the custody of physical and financial resources by the Principal are proven competent to carry out such responsibilities and that such persons are held accountable for the proper execution of their responsibilities
  5. All staff members are aware of their responsibility to immediately inform the principal should they suspect or become aware of any improper or fraudulent actions by staff, suppliers, contractors, students or other persons associated with the School
  6. In the event of an allegation of theft or fraud the Principal shall act in accordance with the procedures approved by the Board as below:

Theft and Fraud Prevention Procedure

  1. Decide to either immediately report the matter to the New Zealand Police or proceed as outlined in this paragraph
  2. So far as it is possible and within 24 hours:
  3. Record the details of the allegation, the person or persons allegedly involved, and the quantity and/or value of the theft or fraud
  4. Request a written statement from the person who has informed the Principal, with details as to the nature of the theft or fraud, the time and circumstances in which this occurred, and the quantity and/or value of the theft
  5. Decide on the initial actions to be taken including consulting with the person who provided the information and, if appropriate, confidentially consulting with other senior members of staff about the person who is the subject of the allegation
  6. Inform the Board Chairperson of the information received and consult with them as appropriate
  7. On the basis of advice received and after consultation with the Board Chairperson, the principal shall decide whether or not a prima facie case of theft or fraud exists, and if not, to document this decision and record that no further action is to be taken
  8. The Principal shall then carry out the following procedures:
  9. Investigate the matter further in terms of procedures as set out in sub-paragraph (d):
  10. If a prima facie case is thought to exist to continue with their investigations
  11. Invoke any disciplinary procedures contained in the contract of employment should the person be a staff member
  12. Lay a complaint with the New Zealand Police
  13. If necessary, commission an independent expert investigation
  14. In the case of fraud, require a search for written evidence of the possible fraudulent action to determine the likelihood or not of such evidence
  15. Seek legal advice; or
  16. Inform the Manager, National Operations, Ministry of Education local office and/or the school’s auditors
  17. Once all available evidence is obtained the Principal shall consult the board Chairperson. The Board Chairperson may, if they consider it necessary, seek legal or other advice as to what further action should be taken
  18. If a case is considered to exist the principal or a person designated by them shall, unless another course of action is more appropriate:
  19. Inform the person in writing of the allegation that has been received and request a meeting with them at which their representative or representatives are invited to be present
  20. Meet with the person who is the subject of the allegation of theft or fraud and their representatives to explain the complaint against them
  21. Obtain a verbal or preferably a written response (all verbal responses must be recorded as minutes of that meeting, and the accuracy of those minutes should be attested by all persons present)
  22. Advise the person in writing of the processes to be involved from this point on
  23. Any allegation concerning the Principal should be made to the Board Chairperson. The Chairperson will then investigate in accordance with the procedures approved by the Board. [2 a) – f) above]
  24. Any allegation concerning a member of the Board of Trustees should be made to the Principal. The Principal will then advise the manager of the local office of the Ministry of Education and commence an investigation in accordance with the requirements of paragraph “d” of the Theft and Fraud Prevention Procedure
  25. The Board recognises that supposed or actual instances of theft or fraud can affect the rights and reputation of the person or persons implicated. All matters related to the case shall remain strictly confidential with all written information kept secure. Should any delegated staff member or any other staff member improperly disclose information the Principal shall consider if that person or persons are in breach of confidence and if further action is required. Any action the Principal considers must be in terms of the applicable conditions contained in their contract of employment and any code of ethics or code of responsibility by which the staff member is bound
  26. The Board affirms that any allegation of theft or fraud must be subject to due process, equity and fairness. Should a case by deemed to be answerable then the due process of the law shall apply to the person or persons implicated.
  27. Any intimation or written statement made on behalf of the School and related to any instance of supposed or actual theft or fraud shall be made by the Board Chairperson who shall do so after consultation with the Principal and if considered appropriate after taking expert advice.

References:

  • Public Finance Act 1989
  • Education Act 1989

BOT COMMITTEE: FAP

Date Ratified / Reviewed:

Signature:

Next Review Date:

FAP 3

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Credit Card

 

Principle:

The Board of Trustees agrees that it has a responsibility to ensure that credit card expenditure incurred by the school must clearly be linked to the business of the school. The Board of Trustees has agreed on the fundamental principles of this Policy, and has delegated responsibility for the implementation and monitoring of this Policy to the School Leader.

 

Guidelines:

 

  1. Credit cards should only be issued to staff members after being authorised by the Board
  2. A register of cardholders should be maintained
  3. The limits set for credit card use should not exceed the overall financial delegation of the cardholder, as set out in the Schedule of Delegations. Any variations require Board approval
  4. All credit card holders are to be informed of the conditions/terms of use
  5. Credit card statements will be examined and all expenditure verified with relevant receipts/authority
  6. The cardholder must return the credit card to the School upon ceasing employment there or at any time upon request by the Board

Procedures to be followed when using the credit card

  1. The credit card is not to be used for any personal expenditure.
  2. The credit card will only be used for:
  • payment of actual and reasonable travel, accommodation and meal expenses incurred on School business; or
  • purchase of goods where prior authorisation from the Board is given.
  1. All expenditure charged to the credit card should be supported by:
  • A credit card slip
  • A detailed invoice or receipt to confirm that the expenses are properly incurred on School business
  • For expenditure incurred in New Zealand of value greater than $50 (including GST) there should also be a GST invoice to support the GST input credit
  1. The credit card statement should be certified by the cardholder as evidence of the validity of expenditure.
  2. Authorisation for the expenditure should be obtained on a one-up basis (for example the Principal should authorise any travel by the Deputy Principal and the Board should authorise any travel by the Principal). Cardholders are not allowed to approve their own expenditure.
  3. All purchases should be accounted for within 5 working days of receiving a credit card statement.

Cash Advances

  1. Cash advances are not permitted except in an emergency.
  2. Where cash advances are taken, the cardholder must provide a full reconciliation, with receipts wherever possible, of how the cash was used. Any unspent monies must be returned to the School.

Discretionary Benefits

  1. Any benefits of the credit card such as a membership awards programme are only to be used for the benefit of the School. They should not be redeemed for personal use.

Cardholder Responsibilities

  1. The cardholder should never allow another person to use the card.
  2. The cardholder must protect the pin number of the card.
  3. The cardholder must only purchase within the credit limit applicable to the card.
  4. The cardholder must notify the credit card company and the school immediately if the card is lost or stolen.
  5. The credit card should not be used on the internet without prior Board approval.
  6. The cardholder must return the credit card to the School upon ceasing employment there or at any time upon request by the Board.

Approval

  1. When the Board approved this Policy it agreed that no variations of this Policy or amendments to it can be made except with the unanimous approval of the Board.
  2. As part of its approval the Board requires the Principal to circulate this policy to all staff, and for a copy to be included in the School Operations Manual, copies of which shall be available to all staff. The School Operations manual shall also be made available to learners and parents at their request. The Board requires that the Principal arrange for all new staff to be made familiar with this Policy and other policies approved by the Board.

 

References:

  • A copy of grant applications and receipts shall be held by the Executive Director
  • Grant Application register

Signature Section for Prospective Cardholders

I have read and understood this policy and agree to abide by it.

_____________

Signed

_____________

Date

BOT COMMITTEE: FAP

Date Ratified / Reviewed:

Signature:

Next Review Date:

FAP 4

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Related Parties

 

Principle:

Alfriston College understands the need for all financial transactions involving the school to be above question where they involve a related party.

Definitions:

 

1. A related party is defined as any person that has an interest in Alfriston College; this includes Boards of Trustees, staff members or family members of these parties

2. A related party financial transaction is defined as any arrangement by which financial gain or preferential treatment occurs for a related party

 

Guidelines:

  1. Any transaction with the potential to involve a related party must be reported to the Board of Trustees for approval. Where the related party involves a Trustee/s those individuals must abstain from involvement in any discussion or decision affecting the outcome of the transaction
  2. In determining approval, or rejection of a related part transaction the Board must take into account whether the related party transaction is no less favourable financially and poises negligible risk to the school than other unaffiliated third party transactions and the related party’s interest in, and terms of, the transaction
  3. Where a related party transaction, contract or sub contract involving a Board member of the school exceeds $25,000 per annum the Board member must have prior approval form the Secretary of Education for the transaction to precede. The Board must provide to the Secretary of Education full information and documentation that demonstrates:
  • Preferential treatment has not occurred
  • A fair transparent tendering process occurred with an independent Project Manager
  • That the Board considered all tenders and quotes and can justify the choice based on cost, performance, quality of service, start and finish timing and profile of all tendering companies
  • That the Boards minutes demonstrate that the Board member declared interest in the contract or transaction and then excluded themselves from any further meetings where the matter was considered
  1. Where a related party transaction, contract or sub contract involves a staff member, the staff member will inform the Principal and Board Chair immediately so that the Board can be assured the transaction does not provide personal gain to the staff member or breach conditions of the employment contract

 

References:

  • MOE, Conflict of Interest for BOT, Finance information [Website]

BOT COMMITTEE: FAP

Date Ratified / Reviewed:

Signature:

Next Review Date:

FAP 5

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Alfriston College Travel

 

Principle:

Alfriston College acknowledges that from time to time employees of the school may be required to undertake business related travel on behalf of the school. Any approved travel expenditure is on the Board’s business and the school must obtain an acceptable benefit from the travel when considered against the cost, that expenses are reimbursed on an actual and reasonable basis and staff who are required to travel on business do not suffer any negative financial effect.

Guidelines:

  1. Delegations – The Board delegates the implementation of this policy to the Principal as Chief Executive. The Principal may, from time to time, further delegate some of their responsibilities and all such delegations must be attached as appendices to this policy
  2. Travel Expenditure – All travel expenditure funded by Alfriston College is to be for the purpose of conducting the school’s business and must obtain an acceptable benefit when compared to the costs
  3. Reimbursement – Any reimbursement requests for expenses must be accompanied by genuine receipts showing the actual costs to ensure that both the school and traveler do not suffer any negative financial effects. The reimbursement for business related travel expenses in on the basis of actual and reasonable costs. Actual and reasonable expenditure is defined as ‘the actual cost incurred in the particular circumstance, provided that it is a reasonable minimum charge’. Reimbursement does not include personal costs; these include mini bar, in-room movies, personal phone calls and laundry

For travel within New Zealand, actual and reasonable expenses are those incurred above the normal day to day costs. For example, a staff member would normally incur personal expenditure for lunch on a daily basis and the cost of lunch when travelling should not be reimbursed unless the costs are greater than that normally incurred

  1. Approvals – Under no circumstances can any travel be booked prior to approval by the Principal and/or the Board of Trustees. International travel can only be approved by the Board of Trustees
  2. Booking of travel on the business of the school is to be conducted through the normal school purchasing procedures. This includes booking airfares or other land based travel, rental cars and accommodation
  3. All travel either international or domestic is to be at economy class unless otherwise authorised by the Principal and/or the Board of Trustees
  4. Any personal vehicle used in the course of travel will be reimbursed at the standard rate recommended in the appropriate Collective Agreement. Rental cars are to be economy class unless otherwise authorised by the Principal and/or Board of Trustees. Taxis should be paid from travelers own pocket then reimbursed as part of an expense claim after completion of travel
  5. Any accommodation paid for by the school should be fair and reasonable. If the traveler arranges accommodation privately where Koha or a gift is exchanged, then a receipt is required for reimbursement to occur. Any gift or Koha must comply with the Alfriston College Gift policy

References:

  • MOE, Conflict of Interest for BOT, Finance information [Website]

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FAP 6

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Fundraising

 

Principle:

The enhancement of school facilities may from time to time require additional fundraising activities. All such activities must be conducted within the school’s financial and management protocols.

The school requires that:

  • All fundraising activities are appropriately controlled
  • All financial activities comply with standard financial management procedures of the school
  • Appropriate procedures are followed to obtain authority to carry out fundraising on the school’s behalf and that practices in fundraising meet set expectations

 

Guidelines:

  1. All funds raised on behalf of learners, for school approved activities or for the purchase of materials etc becomes the property of the school and subject to school financial management processes
  2. All fundraising activities must have the Principal’s prior approval; applicants must use the relevant form
  3. The number and type of fundraising activities must be limited according to the Principal’s directions
  4. Any student involved in fundraising within the community during school time must be in school uniform and carry the appropriate authorisation
  5. Sponsorship is considered as fundraising and must have the approval of the Board
  6. Sponsorship of sports teams must meet the requirements of local school sports organisation by-laws [if applicable]
  7. Management of all funds raised must meet general school procedures on financial management and accounting
  8. No separate bank accounts will be permitted to be held by any fundraising committee, group or individual

References:

  • Education Act [section 73]

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FAP 7

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Gift

 

Principle:

 

The Board of Trustees agrees that it has a responsibility to ensure that expenditure on gifts incurred by the school must clearly be linked to the business of the school and that gifts received comply with the guidelines given.

Guidelines:

  1. This Policy must be read in conjunction with other Board Policies, and the exercising of all authority and responsibilities conferred under this Policy must be in accordance with the Schedule of Delegations and may not exceed an individual’s established level of delegated authority
  2. A Gifts Register will be maintained. The Board will review this register periodically

Giving Gifts

  1. All gifts should be purchased through the school’s normal purchase procedure
  2. The cost of a gift should be reasonable and appropriately reflect the benefit received

Receiving Gifts

  1. Gifts should not be accepted if there is concern that their acceptance could be seen by others as an inducement or a reward that might place the staff member under an obligation
  2. All employees must report to their Head of Learning Area all gifts valued in excess of $50. Any gift valued in excess of $500 needs prior approval by the Principal or Board of Trustees, before it can be accepted
  3. Heads of Learning Area need to determine whether it is appropriate for the employee to accept the gift. All gifts valued in excess of $50 must be recorded in the Alfriston College Gift Register, maintained by the Executive Director. An email address called giftregister@alfristoncollege.school.nz has been set up to assist in the notification process

References:

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FAP 8

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Entertainment

 

Principle:

 

The Board of Trustees agrees that it has a responsibility to ensure that expenditure on entertainment incurred by the school must clearly be linked to the business of the school. The Board of Trustees has delegated responsibility for the implementation and monitoring of this policy to the Principal.

 

Guidelines:

  1. This Policy must be read in conjunction with other Board Policies, and the exercising of all authority and responsibilities conferred under this Policy must be in accordance with the Schedule of Delegations and may not exceed an individual’s established level of delegated authority
  2. Entertainment expenditure in general will be for the following purposes:
  • Building relations and goodwill
  • Representation of the school in a social situation
  • Hospitality provided in the course of school business to external parties
  • Internal social functions
  1. The purpose of all purchases should be transparent and the amount expended able to be demonstrated as reasonable and appropriate

 

References:

 

BOT COMMITTEE: FAP

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FAP 9

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

School Fees

 

Principle:

The Board of Trustees agrees that family contributions are an important and essential part of school income and wishes to ensure that any contributions made by families are:

  • Reasonable and affordable for the parent community
  • Used to provide, enhance or improve facilities and resources for the school and its learners

 

Guidelines:

  1. The suggested family contribution well be set and reviewed annually by the Board of Trustees
  2. This suggested amount will be published in the school prospectus/newsletter
  3. Although the family contribution is not compulsory all parents/caregivers will be encouraged to support the school and its learners in this manner

 

References:

 

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FAP 10

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Hardship

 

Principle:

The Alfriston College Board of Trustees recognises that the financial position of a proportion of the community is a barrier to improved outcomes for learners. The Board is determined to assist learners in reaching goals to further educational and personal outcomes. Some of the equity funding received by the Board from decile related Ministry of Education grants will be set aside for hardship grants to assist our learners realise these goals.

Terminology:

A hardship grant is defined as a reimbursement of costs to a learner to enable them to have an opportunity for learning.

Guidelines:

Application should come to the Board of Trustees after vetting by the School Leader and/or Senior Leadership Team:

  1. Applications for hardship grant should be in writing and detail:
    • Reason for grant application
    • Proof of hardship (Community Services Card, family financial circumstance)
    • Recei9pts for costs incurred related to the application or information to support the grant application and how it will enhance learning
  2. Upon receipt of a validated application it should be made available as inwards correspondence at the next available Board meeting
  3. Each application will be considered on a case by case basis without prejudice or precedence
  4. The amount of reimbursement will be determined by the claim amount and budget available. Should the number of applications exceed available budget then the Board may request the Finance and Property sub-committee use discretion to allocate funds from related operational budgets

References:

 

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FAP 11

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #6

Property Maintenance

 

References:

 

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FAP 12

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #6

Asset Register

 

References:

 

BOT COMMITTEE: FAP

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HR 1

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #2.1

Protected Disclosures

 

Principle:

Alfriston College recognises its responsibility to safeguard an employee or learner that wishes to make a disclosure related to genuine serious wrong doing within the school. The purpose of this policy is to provide information and guidance to employees of the school who wish to report wrong doing within the school.

 

Guidelines:

  1. A protected disclosure is declaration made by an employee or learner where they believe serious wrong doing has occurred. Employees or learners making disclosures will be protected from retaliatory or disciplinary action and will not be liable for criminal proceedings related to the disclosure that is proved genuine. The employee or learner will be protected in accordance with the following legislation:
  • Personal grievance provisions of the Employment Relations Act
  • The victimisation provisions of the Human Rights Act
  1. Serious wrong doing for the purposes of this policy may include any of the following:
  • Unlawful, corrupt or irregular use of public funds or resources
  • An act or omission or course of conduct which:
  • seriously risks health or safety or the environment
  • is oppressive, discriminatory, grossly negligent or constitutes gross mismanagement
  • constitutes serious risk to the maintenance of law
  1. Prior to making a disclosure regarding the above an employee or learner should be sure that:
  • The information relates to serious wrong doing by the school
  • The employee or learner believes on reasonable grounds that the information is true
  • The employee or learner believes the wrong doing requires investigation
  • The employee or student requires their disclosure regarding the wrong doing protected
  1. Disclosure can be made by an employee or learner.
  • Employee is defined as any current or former employee [including School Leader], contractor or sub-contractor supplying a service to the school
  • Learner is defined as anyone enrolled at the school attending class sessions for the purpose of learning
  1. Employees or learners of the school who make a disclosure and who have acted in accordance with school procedures related to disclosures:
  • May bring a personal grievance in respect of any retaliatory action from their employers or supervisors [Employment Relations Act]
  • May access the anti-discriminatory provisions of the Human Rights Act mentioned in clause 2 in respect of any retaliatory action
  • Are not liable to criminal or civil proceedings or disciplinary hearing as a result of making a disclosure or referred to a disclosure
  1. The protections detailed in clause 5 of this policy do not apply when an employee or learner makes a disclosure or allegation that is knowingly false or where the employee/learner acts in bad faith
  2. The School Leader and the Board Chair will be responsible for writing and maintaining the procedure that carries out the intent of this policy.
  3. The procedures for handling disclosures will be publicised to all school employees and learners and will be contained within the school’s manual of procedures

References:

  • Protected Disclosures Act 2000
  • Employment Relations Act
  • Human Rights Act
  • Vulnerable Children’s Act 2015

BOT COMMITTEE: HR

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HR 2

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #2.7, 2.8

Discretionary Leave

 

Principle:

From time to time staff members may request leave from school either for reasons contained in their collective contract or for reasons other than those covered. All requests will be treated fairly and equitably and will adhere to the provisions of applicable collective agreements.

 

Guidelines:

  1. Leave of less than five (5) days:
  2. The School Leader is delegated the authority to grant leave applications of up to five (5) days (with or without pay)
  3. In making decisions the School Leader will consider the following:
  • The reason for application
  • The frequency of requests from that staff member
  • The effect of granting a request on the running of the school
  • The time of year
  • The appropriateness of the length of leave
  • The length of notice given prior to the request
  • The number of staff absent at that time
  1. In responding negatively to a request for leave the School Leader will provide a reason for denial
  2. Leave for five (5) days or more:
  3. No staff member is entitled to leave as of right
  4. All applications must be submitted in writing to the School Leader before the November Board meeting the year prior to the request to enable the Board to plan appropriately for staff absences
  5. Staff should consult the relevant collective contract prior to submitting an application
  6. In considering an application, the Board will look at all relevant issues and will consider the following:
  • The reason for application
  • The frequency of requests from that staff member
  • The effect of granting a request on the running of the school
  • The time of year
  • The appropriateness of the length of leave
  • The length of notice given prior to the request
  • The number of staff absent at that time
  1. Applicants who are seeking leave of one term or over must have served at the school for at least three (3) years consecutively
  2. Leave with or without pay will be at the discretion of the Board having due consideration to relevant contracts
  3. All decisions will be made in a manner that is consistent, fair and equitable
  4. In responding negatively to a request for leave the Board will provide a reason for denial
  5. The Board recognise that situations may occur that cannot be foreseen this far in advance and will consider applications outside this timeframe

Request for Leave Procedure

This document does not cover absence as a result of unexpected illness.

 

From time to time staff may request leave from school for a variety of reasons contained in their collective contracts or for reasons other than those covered. All requests will be treated fairly and equitably and will adhere to the provisions of applicable collective agreements. Staff should refer to the Discretionary Leave policy (on reverse of Request for Leave form).

 

Staff are advised to not book any travel arrangements until a leave application has been approved.

 

Requests for leave for five (5) days or more must be approved by the Board of Trustees. The Board of Trustees usually meet on the third Monday of each month.

The application should state:

  • The relevant clause of the contract
  • Specific dates of leave requested
  • Whether leave with or without pay is requested
  • The reason you will be unable to carry out your duties
  • In the case of study leave, the benefits to the school should be explained

Leave of less than five (5) days:

  1. The School Leader is delegated the authority to grant leave applications of up to five (5) days (with or without pay)
  2. In making decisions the School Leader will consider the following:
  • The reason for application
  • The frequency of requests from that staff member
  • The effect of granting a request on the running of the school
  • The time of year
  • The appropriateness of the length of leave
  • The length of notice given prior to the request
  • The number of staff absent at that time
  1. In responding negatively to a request for leave the School Leader will provide a reason for denial

Leave for five (5) days or more:

  1. No staff member is entitled to leave as of right
  2. All applications must be submitted in writing to the School Leader before the November Board meeting the year prior to the request to enable the Board to plan appropriately for staff absences
  3. Staff should consult the relevant collective contract prior to submitting an application
  4. In considering an application, the Board will look at all relevant issues and will consider the following:
  • The reason for application
  • The frequency of requests from that staff member
  • The effect of granting a request on the running of the school
  • The time of year
  • The appropriateness of the length of leave
  • The length of notice given prior to the request
  • The number of staff absent at that time
  1. Applicants who are seeking leave of one term or over must have served at the school for at least three (3) years consecutively
  2. Leave with or without pay will be at the discretion of the Board having due consideration to relevant contracts
  3. All decisions will be made in a manner that is consistent, fair and equitable
  4. In responding negatively to a request for leave the Board will provide a reason for denial
  5. The Board recognise that situations may occur that cannot be foreseen this far in advance and will consider applications outside this timeframe

 

Leave may be granted with or without pay. Eligibility for leave is described in the:

  • Secondary Teachers’ Collective Agreement
  • Support staff in Schools’ Collective Agreement
  • School Caretakers’ and Cleaners’ Collective Agreement
  • Secondary and Area School Groundstaff Collective Agreement

 

A copy of the award is available online at www.minedu.govt.nz and the Request for Leave form on the T: Drive/whole school resources/operational/systems and procedures/staff forms

References:

  • Collective or individual employment agreements
  • State Sector Act 1998
  • Employment Relations Act
  • Education Act 1988 and amendments
  • Parental Leave & Employment Protection Act (Amended 1991) Act 1987
  • Parental Leave & Employment Protection (Paid Parental Leave) Amendment Act 2002
  • EEO policy
  • Other relevant agreements

 

 

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HR 3

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #2.1

Appointments

 

Principle:

To enable all teaching and non-teaching positions to be filled by the best possible candidates.

To ensure that the Board is a good employer and abides by the terms and conditions of all relevant acts and employment agreements.

 

Guidelines:

  1. Those involved in supervising the position to be filled should be involved in the appointment process
  2. Teaching staff must meet all legal requirements with respect to teacher registration
  3. The police vetting of non-teaching staff will be carried out in accordance with the Privacy Act and the Bill of Rights
  4. All positions will be advertised to encourage a wide field of suitable applicants
  5. Job descriptions will be available for advertised positions
  6. Selection of staff will be impartial and EEO principles will be considered
  7. The composition of appointment panels and the responsibilities they possess will be as follows:
  • Group 1:
  1. School Leader – the full Board
  2. Senior Leadership Team – the full Board after initial pre-selection by the School Leader
  • Group 2 – senior staff (greater than 4MU) – the School Leader in consultation with the BoT appointments committee
  • Group 3 – all other appointments – the School Leader and an appropriate leadership team member
  1. Management units will be allocated by the School Leader in consultation with the leadership team.
  2. All appointments will be ratified by the Board of Trustees.
  3. Material relevant to the appointment will be provided to people or organisations necessary to ensure payment and induction.
  4. Application form and telephone reference checks will include Vulnerable Children’s Act requirements
  5. Documentation will be kept in the employee’s personal file.
  6. Appropriate and relevant induction and mentoring, and review of appointment is carried out within 12 months

References:

  • Collective or individual employment agreements
  • State Sector Act 1998
  • Employment Relations Act
  • Education Act 1988 and amendments
  • EEO policy
  • Education Council Code of Practice
  • Other relevant agreements

BOT COMMITTEE: HR

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HR 4

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.3.1, Part 2, #1.10 and Part 2, #12

Growth and Development (GDC) – Learning Leaders

 

Principle:

Alfriston College recognises its responsibility to ensure that policies and procedures for the appraisal of learning leaders are part of an integrated performance management system operating within the school. The policies and procedures will be appropriate; developed in a consultative manner; be open and transparent; have a professional development orientation; be timely and helpful to the individual learning leader; and consider matters of confidentiality.

Our overarching aim will be school improvement through the improvement of teaching and learning by focusing on growing and developing learning leaders who are reflective in their practice and meaningfully evidence in their teaching and learning decision-making.

Guidelines:

  1. What we know works:
  • Common language
  • Focus on growth and development
  • Courageous conversations
  • Seeing a challenge as an opportunity
  • Growth mindset
  • Timely and open conversations
  • Using evidence to drive conversation
  • Looking beyond the surface of evidence
  • Making sense of the narrative and thinking that sits behind/alongside evidence
  • Asking questions – reframing if necessary and asking again
  • Regular tracking and monitoring through evidence based conversations
  • Shared narrative school wide
  1. Promote a culture of collaborative professionalism:
  • Learning leaders have autonomy and trust — the freedom to choose how they teach, which fosters creativity, collaboration, ownership, and a sense of self-worth
  • Learning leaders want to learn together, with and from each other — there is a culture of continuous learning
  • All faculty and staff work together to improve learning — there are no special or elite groups in a school, just one team committed to students
  • All faculty and staff are committed to continuous professional growth and improvement — learning leaders and administrators participate in the culture as learners
  • Learning leaders seek ideas, sort them out individually and together, and press for precision of pedagogy in terms of what works best for a given learner, crafting custom learning experiences
  • Innovation is valued — all faculty and staff have a growth mindset in which they listen to, learn from, bring out, and support colleagues’ smart new ideas
  1. Our approach:

Encourage learning leaders to interrogate their practice in the classroom as well as with colleagues and the various layers of leadership across the school. Curate learning stories that are reflective, builds knowledge and makes sense of the impact practice has on learners and learning.

  1. The process:

Develop deliberate, systematic processes and reasoning with improved outcomes for all learners. Using the GDC Model, all involved collaborating to:

  • Investigate and scrutinize practice through structured observations and learning conversations
  • Using appropriate school wide evaluative tools analyze data and use to identify priorities for improvement
  • Monitor implementation of improvement actions and evaluate their impact using the School Improvement Plan [SIP]
  • Generate timely information about progress towards goals and the impact of actions taken by curating learning stories using the GDC LAC model
  1. Appointing Roles

All learning leaders will be allocated appropriate roles by the Professional Learning and Development [PLD] Leader at the beginning of each cycle based on best fit and ensuring meaningful engagement.

  1. The role of the Coach:
  • Continue to develop culture of learning that supports professional growth
  • Uphold and ensure robust interrogation of evidence with an improvement focus (so what, what next)
  • Ask challenging and complex questions to make sense and build knowledge of impact on practices and impact on outcomes
  • Have high expectations and ensure quality meaningful evidence centers all discussions around learning leader growth and development.
  • Make sense of learning needs and co-construct learning and development goals and next steps as part of personal and school improvement plan
  • Initiate and support change through professional learning
  • Engage in critical feedback/forward to ensure growth focused learning conversations and development in practice
  • Complete timely summary documentation of the learning conversation – linking evidence presented to the Code and Standards, learning leader next steps and areas needing to be addresses immediately, where applicable.
  1. The role of the Coachee:
  • The coachee is the central lever of change in the GDC model
  • The coachee will engage in on-going and critical reflective practice
  1. The School Leader or the designated Senior Leader will report annually to the Board of Trustees on professional learning and development outcomes including an evaluation of the GDC programme as it relates to annual and strategic goals.
  2. Guiding documents:
  • Annual Plan
  • Individual School Improvement Plan (SIP)
  • Learning as a Challenge [LAC] learning story framework
  • Code of Professional Responsibility and Standards for the Teaching Profession
  • STCA
  • ERO Effective School Indicators
  • School wide evaluative tools

References:

  • Education Act
  • Employment Relations Act
  • Human Rights Act
  • Education Council Code of Practice

 

BOT COMMITTEE: HR

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HR 5

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.3.1, Part 2, #1.10 and Part 2, #12

Equal Employment Opportunities (EEO)

 

Principle:

The Alfriston College Board of Trustees will fully comply with the requirements of the State Sector Act relating to providing fair opportunities for all employees and potential employees to gain employment at the school. This is to ensure that all employees and applicants for positions are given fair and equitable treatment according to their skills, qualifications, abilities and aptitude without regard to peripheral or irrelevant factors.

Guidelines:

  1. An EEO convener will be appointed (this may be the School Leader)
  2. An EEO programme will be developed and its implementation monitored by the Board of Trustees
  3. An annual report will be available to the school community and provided to the Education Review Office
  4. An employee database will be developed so that employment patterns with respect to gender, ethnicity, disability and age factors can be monitored
  5. All school policies, practices and procedures will be reviewed having due regard to EEO consideration
  6. The Board of Trustees will recognise the aims and aspirations of Maori, the employment requirements of Maori and the need for greater involvement of Maori in education
  7. The Board of Trustees will recognise the aims, aspirations and cultural difference of ethnic and minority groups
  8. The Board of Trustees will recognise the employment obligations and requirements of women and the disabled

References:

  • Collective or individual employment agreements
  • State Sector Act 1998
  • Employment Relations Act
  • Education Act 1988 and amendments
  • EEO policy
  • Other relevant agreements

BOT COMMITTEE: HR

Date Ratified / Reviewed:

Signature:

Next Review Date:

PAR 1

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.1, Part 2, #1.8, Part 2, #17, Part 3, #8

Policy Making

Principle:

The Alfriston College Board of Trustees recognises that it is responsible for the creation, adoption and review of policies in order to maintain the effective operation of the school. Therefore, policy making is the process by which the Board establishes its mandate to fulfil its governance role in the school.

All policies written will follow procedural guidelines regarding the process of policy establishment and policy format. The final policy decision will be made by the Board of Trustees and approved at a Board meeting.

Guidelines:

Policy statements provide effective guidelines for actions in all areas of the school’s operations.

  1. All policies:
  • Shall be written, clearly defined and based on the principles embodied in the school Charter
  • Shall include a rationale and guidelines as to how the policy is to be achieved
  • Shall be dated and signed off by the Board of Trustees
  • Are subject to a cyclical review process
  1. All new policy making is channeled through the Board of Trustees
  2. There shall always be a concern for the legality of all proposed policies. Where advisable, steps shall be taken to ensure that no statute or existing Board policies or agreements are contravened by proposed policies

References:

  • Education Amendments Act 2000
  • Privacy Act

BOT COMMITTEE: PAR

Date Ratified / Reviewed:

Signature:

Next Review Date: Annually

PAR 2

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.1, Part 2, #17 and Part 3, #8

Self Review

Principle:

It is a requirement specified in National Administration Guideline 2 that each school:

  • Develops a strategic and annual plan which documents how the National Education Guidelines are put into practice through policies, planning and programmes
  • Maintains an ongoing process of self-review of policies, planning and programmes including evaluation of information on student achievement

Quality self-review is strongly focused on improvement with well-established procedures to guide practice and ensure that decisions are made on the basis of sound information and evidence.

Self-review happens in a number of ways:

  • Strategic self-review – long-term self-review focused on key goals in the school’s charter, vision and strategic plan
  • Annual self-review – relating to goals in the annual plan
  • Emergent self-review – in response to events which arise in the course of day-to-day operations.

Guidelines:

  1. The school will have at all times a long term strategic plan in accordance with regulatory requirements and this will be updated annually taking into consideration the results of self-review.
  2. The School will have in place a documented cyclical programme of self-review covering all operational areas over a period of five years.  This self-review will be carried out using the Critical Conversation Continuum of EROs Six Domains.
  3. The School will have up-to-date plans for all areas of its operation which will consist of the charter, strategic plan, annual plan and student achievement targets.
  4. The School’s annual plan will be written by the principal and reflect the outcomes of self-review
  5. The Board will monitor the implementation of self-review in the School through:
  6. ongoing Principal’s reports and updates against annual plan goals and targets, the analysis of variance and the annual report
  7. reports of annual and cyclical internal reviews
  8. the results of targeted internal reviews by curriculum, whanau and support staff leaders
  9. Reviews will generally be guided by evaluative questions arising out of evidence from research, day-to-day operations of the school and the analysis of student achievement data. Reviews will also be informed by the best evidence synthesis, ERO’s evaluation indicators and other toolkits published by ERO, TKI or the Ministry of Education.
  10. Emergent reviews may be instigated as a result of feedback from teachers and parents or from events which arise in the course of day-to-day operations
  11. The School will consult with staff and with the community, and groups within the community such as our Maori and Pasifika communities, as appropriate, through surveys and wananga. The setting of student achievement targets and strategic goals will be informed by this consultation.
  12. For each review a team or staff member responsible will be appointed to conduct the review.
  13. Some reviews may be carried out by external reviewers or agencies.
  14. Once an initial review has been carried out a draft report using the report feedback/feedforward template will be presented by the reviewer or review team to the staff members responsible in that area and the College
  15. Any final report will be presented to the College, Senior Leadership Team or Board and will document details of the review and any evidence-based recommendations for change.
  16. Recommendations arising from self-review, if accepted, will be incorporated into the annual plan for the following year. Where immediate action is called for recommendations may be implemented without delay.
  17. The Board will accept responsibility for reviewing their own operations.
  18. The Board’s policies will be reviewed on a 3-year cycle and the policy review plan for each year will be confirmed at the start of each year by the Board at its first meeting.
  19. Student achievement data will be reviewed annually and reported to the Board of Trustees as appropriate using the BOT Achievement, Engagement and Attendance report template. The analysis of variance will be presented to the Board of Trustees annually and form part of the annual report.

References:

  • Education Amendment Act 2000
  • Effective School Evaluation, ERO, 2016

BOT COMMITTEE: PAR

Date Ratified / Reviewed:

Signature:

Next Review Date:

D 1

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18,2, Part 2, #19, Appendix 6

Stand down and Suspensions

BOT COMMITTEE: D

Date Ratified / Reviewed:

Signature:

Next Review Date:

D 2

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE:

Section 27

BOT COMMITTEE: D

Date Ratified / Reviewed:

Signature:

Next Review Date:

Alfriston College

Procedures Policies 2017

Version 2 ratified: ________________

Signed: _____________________

Board of Trustees

TABLE OF CONTENTS

ACHIEVEMENT, TEACHING AND LEARNING _ #

  1. Treaty of Waitangi
  2. Curriculum Review
  3. Timetabling
  4. I. Timetable Procedure – Collective Agreement Provisions

II. ‘GENUINE Reasons’ Clarification

iii. Class Sizes

IV. General Provisions

V. Review Process

VI. Allocation of classes

  1. Careers and Transition
  2. information and communication technology
  3. Reprographics
  4. reporting on LEARNER progress
  5. star
  6. foreign fee paying LEARNERS
  7. Attendance
  8. Enrolment
  9. assessment
  10. achievement of maori LEARNERS
  11. equity
  12. international student accommodation
  13. international student school fee protection
  14. international student medical and travel insurance
  15. international student refund
  16. bring your own device (byod)

finance and property #

  1. grant applications
  2. theft and fraud prevention
  3. credit card
  4. related parties
  5. alfriston college travel
  6. fundraising
  7. gift
  8. entertainment
  9. school fees
  10. hardship
  11. property maintenance
  12. asset register

human resources #

  1. protected disclosures
  2. discretionary leave
  3. appointments
  4. growth and development programme
  5. equal employment opportunities (eeo)

PLANNING AND REVIEWING #

  1. policy making
  2. self-review

DISCIPLINE #

  1. stand downs and suspensions
  2. section 27

ATL 1

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.9 and Part 3, #1.1, 1.2

Treaty of Waitangi

 

Principle:

The Treaty of Waitangi is the founding document of our nation; it provides a framework for partnership today and in the future. Our school accepts its responsibility to fulfil the intent of the Treaty.

  • To ensure the curriculum reflects Maori perspective
  • To make equitable provision for the needs of Maori
  • To provide opportunities for learners who wish to learn Maori language and culture
  • To recognise Maori values in resourcing the school

 

Guidelines:

 

  1. Curriculum planning will ensure Maori perspectives are embodied in the content, methodology and assessment
  2. Teaching strategies will utilise Maori examples
  3. Opportunities will be provided for all learners to learn tikanga Maori
  4. Pastoral care is provided through culturally appropriate ways
  5. Maori values and customs will be, as far as practicable, be incorporated into school life
  6. The school will actively seek to implement the Maori dimension through the school leadership
  7. Budgeting will reflect the need to implement the Treaty

 

 

References:

  • Education Amendment Act 2000
  • Treaty of Waitangi

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 2

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.1, 1.2

Learning Programmes

 

Principle:

Alfriston College will deliver a curriculum that reflects the vision and values of The New Zealand Curriculum. Curriculum development will reflect the school context, address national education priorities and provide all learners with every chance of succeeding in the national qualification framework.

 

Guidelines:

 

  1. Within the National Curriculum Guidelines, Heads of Learning and Learning Leaders in charge of learning areas will develop courses appropriate to learners
  2. Heads of Learning and Learning Leaders are responsible for ensuring that appropriate content, teaching and learning strategies and assessment activities are developed
  3. Heads of Learning will endeavour to ensure that their learning area contributes to the school-wide planning and delivery of the Alfriston College curriculum
  4. The needs of all learners will be identified to ensure that appropriate resources are provided and learning is differentiated to ensure positive learning outcomes
  5. Heads of Learning will evaluate all courses and report as required to the BOT in line with National requirements

 

References:

  • Education Amendment Act 2000
  • Privacy Act
  • New Zealand Curriculum Framework

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 3

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.1

Timetabling

 

Principle:

The school timetable is developed annually and reflects the school’s priorities, direction and purpose in the delivery of the New Zealand Curriculum. Timetabling decisions are made with due regard to equity and fairness for staff and learners, and the requirements of the Secondary Teachers Collective Agreement (STCA 2013-2015) will be incorporated into the timetabling process.

 

Guidelines:

  1. All learners will have the opportunity to study a broad and balanced curriculum, consistent with the New Zealand Curriculum
  2. Learner choice will be the first stage of the timetabling process
  3. The timetable is developed by designated staff members in consultation with all teaching staff, but with particular reference to Heads of Learning Area and Senior Leadership Team
  4. The designated Timetablers will consult with Heads of Learning Area and the School Leader should changes have to be made with allocations originally given
  5. The non-contact requirements as described in the STCA for full-time, part-time learning leaders and those with permanent MU’s are provided
  6. The school will provide extra non-contact time for Heads of Learning Area responsible for Beginning Teachers as described in the STCA and will endeavour to provide one additional hour per MU for each permanent MU above the third (for those with more than three (3) MU’s)
  7. In special circumstances and where a genuine reason exists, learning leaders may be asked to temporarily forgo their minimum entitlement to non-contacts. These would be in times of emergency when no day relievers can be found and learning leaders holding more than the minimum non-contacts are unavailable
  8. The school will endeavour to limit class sizes for learning leaders with more than one class to an average of 26 learners per class at all times of the year. The average class size will be based on 1 March numbers
  9. Where a teacher has an average class size that exceeds the 26 learner threshold, then an agreeable (between the teacher and the Principal) compensatory mechanism will be provided – this may include extra non-contact time or a reduction of other duties
  10. Learning leaders are expected to fulfil duties other than the timetabled delivery of lessons. Such duties may include administrative responsibilities, pastoral care and guidance of learners, community responsibilities, co-curricular responsibilities

 

ATL 3A Timetable Procedure

 

Collective Agreement Provisions

Non-contact time

  1. Non-contact time is based on an individual timetabled classroom teaching hours comprising of a total of 25 hours or a combination of periods of time equivalent to 25 hours per week
  2. Each full-time teacher shall have a minimum of five hours non-contact time within each school week
  3. The school will provide release time equal to one hour per week for Heads of Learning who are directly responsible for the advice, guidance and curriculum support of a first year beginning teacher, subject to this beginner teacher being eligible for the 5 hours advice and guidance time allowance
  4. The school will endeavour to timetable part time learning leaders for a maximum of 18 contact hours per week
  5. The school shall provide non-contact time to part time learning leaders consistent with the provisions of 5.2.6 (b) of the STCA
  6. The school shall endeavour to provide non-contact time to part time learning leaders employed between

0.48 – 0.89 FTTE proportionate to that provided to full time learning leaders

  1. Trained, full time beginning learning leaders in their first year are allocated a beginner teacher allowance of five hours per week for advice and guidance purposes as well as their minimum non-contact entitlement
  2. Trained, full time beginning learning leaders in their second year are allocated a beginner teacher allowance of two and a half hours per week for advice and guidance purposes as well as their minimum noncontact entitlement
  3. Trained part time beginning learning leaders in their first year who are employed for 0.5 or more of a full time load shall receive included in their hours 2.5 hours per week for advice and guidance
  4. The Specialist Classroom Teacher position shall be allocated 4 hours non-contact time in addition to their other contractual non-contact time to perform the duties of a Specialist Classroom Teacher

Unit holders

  1. The school will timetable each permanent unit holder with one additional non-contact hour for each of the first three units held
  2. The school will endeavour to timetable each permanent unit holder of 3 or more units with one additional hour of non-contact time or sufficient additional non-contact time to manage their additional administration, management or pastoral duties
  3. The school will endeavour to provide each teacher in charge of a subject area who does not hold a permanent unit with one additional non-contact hour
  4. The school will endeavour to provide additional non-contact time for administration, pastoral and guidance responsibilities, curriculum leadership, for professional development, for other special duties as determined by the School Leader

 

‘Genuine Reason’ Clarification

  1. Learning leaders may only be asked to temporarily forgo their minimum entitlement to non-contact hours when:
    1. All reasonable options have been investigated and no alternative to a reduction in entitlement non-contact time can be found
    2. The request is made on an individual basis, and a blanket request for agreement to reduction in non-contact entitlements shall indicate a need to review timetable structures and operation
    3. There is a sudden emergency that requires supervision of a class for its ongoing safety. All efforts will be made to find a day reliever
    4. If no day reliever can be found after timely and appropriate efforts have been made
    5. On a longer term basis, and after all reasonable endeavours have been exhausted, the timetable can only be made to operate if a teacher teaches for a term, semester, module or a year, at a higher level of contact than their minimum non-contact indicates
    6. Learning leaders holding more than the minimum non-contacts have first been asked to forgo one or more of those additional non-contacts
  2. Where by virtue of demonstrated timetable or other constraints the allocation identified of noncontact hours or an average 26 learners per class limit for any individual teacher cannot be implemented the teacher will be offered the opportunity to review the timetable and suggest changes that would allow the allocation of their non-contact entitlement or average class size entitlement. If it is subsequently agreed that there is genuine reason why it is not possible to provide the noncontact or average class size entitlement within the timetable, then the principal and the teacher may mutually agree to compensate the teacher with:
    1. An equivalent increase in the allocation of time for non-contact teaching duties at another point in that school year; or
    2. An equivalent increase in the allocation of time for non-contact teaching duties in the following school year; or
    3. An equivalent reduction in non-teaching or supervisory duties outside the school’s timetabled teaching periods; or
    4. Compensatory relief cover for the teacher later in that school year; or
    5. Some combination of the above
  3. Where by virtue of genuine and demonstrated temporary constraints the allocation of non-contact hours to which an individual teacher is entitled cannot be met within any week then the principal and the teacher may, on each occasion, mutually agree to compensate the teacher with:
    1. An equivalent temporary allocation of non-contact time at another point in that school year; or
    2. An equivalent temporary reduction in non-teaching or supervisory duties outside the school’s timetabled teaching periods; or
    3. Relief cover for the teacher later in that school year; or
    4. Some combination of the above

 

Class Sizes

  1. Class sizes are determined by the resources available and by benchmarked good practice
  2. The school will endeavour to limit classes for learning leaders with more than one class to an average of 26 learners per class at all times of the year
  3. Classes will not usually exceed 30 learners. Consultation with the HOL is required if this is likely to occur
  4. Classes should not be above 30 learners in two successive years. Should this occur, the school shall endeavour to provide additional classes in the subject. Where there is a pattern of large classes in a subject, the school shall review the number of classes in that subject and endeavour to increase the number of classes to reduce class sizes
  5. Support for oversize classes may include provision of support staff, increased time allowance, compensatory time or additional staffing
  6. Class sizes should not fall below 15 learners in two successive years. Should this occur, the viability of the course will be examined. Criteria to be employed during such a review would include, but is not limited to, the level of the class, historical class sizes in the subject and the vision of the Alfriston College curriculum
  7. Support for small classes may include multilevel classes, reduced time allowance or dual enrolment at Correspondence School. Decisions related to these options will be made each year by the Principal in consultation with the relevant Heads of Learning

 

General Provisions

Monitoring and Recording of the Use of Entitlement Non-Contact

  1. The Deputy Principal of Curriculum and the Timetablers are responsible for monitoring that learning leaders receive their entitlement non-contact periods and average class size
  2. If staff are concerned that they have not received the non-contacts that they are entitled to, or exceed an average of 26 learners per class then the teacher or his/her union representative is to approach in the first instance, the Deputy Principal with responsibility for timetabling. If the teacher is not satisfied with the reply that s/he receives, s/he or his/her union representative is to consult the Principal

Splitting Classes

  1. Splitting classes between two or more learning leaders is avoided if possible. Any proposed class splitting requires consultation between the Principal, the relevant Head of Learning and the affected learning leaders

Modules and Options

  1. Modules and options (in the junior school) may create an uneven workload distribution through the year. In this case, learning leaders concerned may receive their guaranteed entitlement to non-contacts at different rates during the year

 

  1. Review Process
  2. This procedure shall be reviewed every three years
  3. Between triennial reviews either the School Leader or the PPTA branch chairperson on behalf of employees covered by the Collective Agreement may initiate a review through requested consultative meetings

 

  1. Allocation of classes
  2. In discussion with the Head of Learning Area, the school will endeavour to consult with individual learning leaders re timetable changes and classes outside of ‘specialist’ area.

 

References:

  • Secondary Teachers’ Collective Agreement (2013-2015)
  • Education Amendment Act 2000
  • Alfriston College Timetable procedure document

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 4

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.1

Careers and Transition

 

Principle:

Learners are given the opportunity to learn to make considered decisions about their future and action these with appropriate career information and guidance:

  • To ensure we have updated information on opportunities for employment and training in the school to assist transition when leaving secondary education
  • To offer assistance to learners seeking employment, training and further education
  • To ensure learners have access to current information and support relevant to their future plans

 

Guidelines:

  1. Systems are in place to provide up to date information in the library and career resource centre on:
    1. Vocational pathways
    2. Education and training
    3. Financial literacy and support
  2. Learners are familiarised with general career guidance information and are assisted in learning about careers and how to use information sources through programmes offered in tutor time, subject lessons, option blocks and special interventions
  3. Learners are assisted to use guidance information for personal planning, self-awareness, exploring opportunities and deciding and acting on the information
  4. Opportunities through visiting speakers out of school visits and other activities are provided to learners to help make informed decisions via STAR and Gateway programmes
  5. Classroom materials, activities, curriculum and other resources are produced for teaching/learning leaders to use with learners
  6. Flexible programmes are offered which can be adapted to suit the needs of learners who are nearing the end of their schooling and are at risk of being unemployed

 

References:

  • Education Amendment Act 2000
  • New Zealand Curriculum Framework

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 5

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.1

Information and Communication Technology

 

Principle:

Alfriston College will provide all learners with the information and communication technology skills they will need to become active and productive citizens. Quality teaching, utilising information and communication technologies to improve learning outcomes for all learners, will be provided.

 

Guidelines:

 

  1. The school network will enable access to information from within and beyond the school
  2. Professional development programmes will support staff in the area of ICT in learning programmes
  3. A management group will oversee ICT within the school
  4. A website will serve as a publicity brochure for the school. It will also provide information for parents, prospective staff members, other educators and learners
  5. Student safety will be of paramount importance to their use of internet facilities

 

References:

  • Education Amendment Act 2000
  • Privacy Act

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 6

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.1

Reprographics

 

Principle:

To ensure that up-to-date and reliable technology is used to provide efficient and organised reprographics service to meet the needs of all users.

 

Guidelines:

  1. Requests and submissions are processed on a 48 hour turn around or other time frame by negotiation
  2. The standard of reprographics is of a high quality and meets the needs of the users
  3. Communication is always at a professional level to users and external contract staff
  4. The equipment will always be maintained at a high level
  5. Staff employed will have high level expertise in reprographics operation and management and trained with technology changes
  6. Systems and procedures for using reprographics services will be clearly communicated to users
  7. FUJI XEROX CONTRACT

Currently the school has a contract with Fuji Xerox for all printing and copying. This contract allows for the provision of a range of multifunctional devices and laser printers across the site. The contract includes support and machine consumables (except staples) on the multifunctional devices. The school cannot purchase its own printers or multifunctional devices as this would be the breach of contract. The contract has a fixed cost per impression for both printing and copying, machine meters are read and the school is charged on the number of impressions across the site each month. The placement of machines is dependent on volume, nature of job and number of staff accessing, this is reviewed annually by both the school and Fuji Xerox with the previous year’s data. (See Placement of Copiers Map)

  1. LOCATION AND USE OF EQUIPMENT

I. Reprographics Room

I) Reprographics Services

This is where all high volume jobs and specialist reprographics needs are sent. The room is staffed between the hours of [9.00am to 3.00pm] by a trained reprographics assistant. Staff requiring these services can access by:

  • Completing a reprographics request form (located in staffroom)
  • By sending an email to reprographics@ac.school.nz

The quality of the completed job will be the highest possible but it is dependent on the quality of the originals supplied. Reprographics services will be completed within a 48-hour timeframe, exceptions to this are:

  • Machine failure
  • Urgent administrative tasks as authorised by SLT
  • Negotiated learning area needs

ii) Use of Reprographics Room machines

As these machines are high volume machines with specialist finishing the following conditions of use apply:

    1. Teaching staff are not permitted to use these machines at any time.
    2. Learning Assistants who have received training from Fuji Xerox trainers may use these machines. Negotiation with the reprographics assistant is advisable to ensure workflow.
    3. Administrative print jobs can be sent directly to the machines in the reprographics rooms as required by support staff within the Administration block.

iii) Use of Reprographic Room

This room is available for all staff to prepare make resources not requiring the use of photocopier, for example: cutting and pasting, book covering. Within the room basic stationery items are available at no charge, specialist materials e.g. colour paper, duraseal, and plastic bags will need to be purchased from the budget that covers the job.

After any resource preparation it is expected that the room and equipment is left in a good state for the next user.

v) New book covering process:

The library will catalogue the books. The catalogued books are then sent to Reprographics room to be covered by learning assistant allocated to the learning area. Once the books are covered they are returned to library for issue.

  1. Photocopiers within learning spaces (Whanau blocks, library, ILC room)

These machines are available to teaching staff, support staff and learners to meet the needs of copying and printing within teaching and learning. Copy cards are used on all photocopiers, each machine has a terminal to swipe the card and then a password is entered. Staff may only charge copying to the areas they have been authorised to. Copy cards are also staff ID cards; photos for new staff are taken at the beginning of each year around the same time as learners and then updated as required throughout the year by the Network Manager.

  1. Laser printers

A number of laser printers are located throughout the school to meet the needs of users.

  1. MAINTENANCE AND SUPPORT OF EQUIPMENT

Maintenance as a result of normal operation is covered under the Fuji Xerox contract. Damage deemed to be caused by misuse will be charged to the school. Please email helpdeskalfriston@ac.school.nz when machines require service.

  1. CONSUMABLES

i) Toner

Toner is covered under the Fuji Xerox contract. Please email reprographics@ac.school.nz when local machines require toner.

ii) Paper

Paper is purchased from a separate company and is not part of the Fuji Xerox contract; the cost per sheet is included in the copy and print charges shown above. Paper is stored in the Reprographics room in the Administration block. Please email reprographics@ac.school.nz when local machines need paper.

References:

  • OSH regulations
  • Privacy Act
  • Copyright

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 7

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.1 and Part 3, #1.2, 1.3

Reporting on Learner Progress

 

Principle:

Alfriston College recognizes its legal requirement to provide parents and/or caregivers of their learners with reports on progress and final achievement. We seek to ensure that all parents and caregivers have access to relevant information regarding achievement at school.

 

Guidelines:

 

  1. Learners who have completed qualifications on the National Qualification Framework (NQF) may apply for a Record of Achievement
  2. Progress and achievement information will be made available to parents and/or caregivers via Linc Ed at timely intervals throughout the year
  3. Specific opportunities will be provided for parents and/or caregivers to discuss with Amokura and Learning Leaders their child’s progress at school
  4. Notice of access to information should be given by a parent and/or caregiver to the school allowing sufficient time to collate relevant information
  5. All information relating to learners is subject to the Privacy Act provisions

 

References:

  • Education Amendment Act 2000
  • Privacy Act

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 8

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.2

STAR

 

Principle:

  • To enable us to offer an authentic and relevant curriculum that uses innovation to maximise student learning and enjoyment as per our strategic goal
  • To address the transition needs of learners who are not achieving, are at risk of not achieving, or have special needs, including the gifted and talented in line with NAG 1 (iii)
  • To enable us to offer programmes that create pathways for learners leading to work or further study
  • To put our senior learners in touch with their future employment or study directions

 

Guidelines:

 

  1. Systems are in place to identify learners’ needs and interests in order to plan an appropriate STAR programme
  2. Provide up to date information in the Career Resource Centre on STAR programmes available to learners
  3. Staff, learners and parents are advised about STAR and its role within the school
  4. Heads of Learning Areas are assisted in the application for STAR funding for their Learning Area for future academic years
  5. Learning Leaders of STAR programmes are assisted in the completion of all documentation required to run a STAR programme
  6. The STAR Co-ordinator is responsible for the STAR financial recording system, the completing of the STAR funding report to the Ministry of Education to confirm that Crown funds allocated for STAR have been used for the purpose intended and the reviewing and reporting of STAR to the Principal and Board of Trustees

 

References:

  • Education Amendment Act 2000

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 9

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.2

Foreign Fee Paying Learners

 

Principle:

It is a common aspect of New Zealand schools that it enrolls learners who are not entitled to free access to education in this country. Some form of fees structure is required when enrolling such learners.

The Board in managing foreign fee paying students [FFPS] will:

  • Ensure that the enrolment of FFPS is controlled and consistent with the overall enrolment policy of the school
  • Ensure that FFPS obtain the same quality of education as do full time New Zealand learners
  • Ensure that related administration is efficient and maintains the safety of learners and the integrity of programme delivery for which they are enrolled

 

Guidelines:

 

  1. The Learning Support Leader – International Students is responsible for the enrolment of all FFPS. Relevant forms and procedures will be developed to align and comply with the Education (Pastoral Care of International Students) Code of Practice 2016.
  2. The Board of Trustees annually sets the fees for FFPS
  3. FFPS have full access to school programmes, sporting and cultural
  4. opportunities and to all guidance facilities and programmes
  5. An instalment and deposit structure will be developed
  6. If a FFPS gains permanent residence, then any refund of fees will be at the discretion of the Principal as will the rate if such a refund is permitted
  7. In managing its FFPS full implementation of the Code of Practice will be honoured especially as it relates to pastoral support, safety and provision of language assistance

 

References:

  • The Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989.

 

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 10

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.2

Attendance

 

Principle:

 

Alfriston College recognises that non-attendance at school has been identified as a major barrier to learning and a significant indicator of at-risk learners. Alfriston College will take responsible steps to ensure that learners enrolled at school attend. Nonattendance will be investigated, recorded and reported on.

 

Guidelines:

 

  1. Attendance registers will document attendance and non-attendance
  2. The school will have a consistent system for marking attendance registers
  3. Attendance information will be placed on learners’ cumulative records
  4. The school will have an enrolment procedure in line with the Education Act and school guidelines
  5. Emergency closure procedures are in place
  6. Suspension procedures in line with Ministry of Education requirements and school guidelines will be met
  7. Attendance monitory systems will exist and referral to appropriate agencies will occur when required

 

References:

  • Section 11H (1) Education Act 1989
  • Education Amendment Act 2000 11A-11PB

 

BOT COMMITTEE: ATL

Date Ratified / Reviewed:

Signature:

Next Review Date:

ATL 11

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #1.2

Enrolment

 

Principle:

To avoid overcrowding of Alfriston College an enrolment scheme will operate in accordance with Ministry of Education requirements.

 

Guidelines:

  1. A copy of the Ministry approved enrolment scheme will be available for inspection at the school at all reasonable times
  2. The local community will be informed of enrolment procedures operating at the school through school newsletters and local press
  3. Good liaison will exist between contributing schools and Alfriston College staff to ensure a smooth as possible transition occurs for learners
  4. All learners enrolling will be interviewed with a parent/guardian present
  5. Priority One (in-zone) learners enrolling will be required to provide verifiable proof of ‘usual place of residence’ before acceptance of enrolment is given
  6. If a ballot is held, the ballot will be run according to Ministry of Education guidelines
  7. Clear internal enrolment systems and procedures will be established and operate to ensure student enrolment needs are met
  8. Enrolment Criteria – Alfriston College

Schools that operate under an enrolment scheme are legally obliged to enroll learners that live within their ‘home zone’. The school needs to ensure that it has systems and procedures to follow that establishes that the address given at the time of enrolment is the learners ‘usual place of residence’ and that the student is living with their ‘usual caregiver or an adult that has ‘caregiver rights’.

  1. Enrolment Verification at Alfriston College

Any student enrolling at Alfriston College is required to provide a completed enrolment form including:

1. Proof of current* residential address – this requires the family/caregiver to demonstrate residency, not ownership.

Acceptable proof includes: Telephone account Power bill Contents Insurance IRD/WINZ documentation Lawyers Affidavits

Unacceptable proof includes: Water rate Land rate assessments Bank Statements Tenancy Agreements Statutory declarations; It is important that the proof provided is current.

2. Birth Certificate/Passport – Learners will be enrolled under their legal names; any official school documentation will be produced with their legal name. Learners will have the option to use a ‘known as’ first name the option to use their ‘known as’ names for day to day school life.

3. Usual Caregiver Verification. At the time of enrolment there needs to be a direct link between the enrolling student and the name on the ‘Usual place of residence’ documentation provided. This link can be established through a number of avenues including:

  • Birth Certificate
  • Marriage licenses (in the case of any remarriages)
  • Legal adoption
  • WINZ documentation (i.e. child support)
  • CYFs documentation
  • Doctor’s letters etc

4. Declining Enrolments

If the enrolling staff member (Senior Leadership Team member, Whanau Leader) feels that any of the above criteria is not met, an enrolment will be declined. The family may approach the Board of Trustees or the Ministry of Education. If this happens the enrolling staff member will provide a written report/Verbal report as to why the enrolment was declined. Under section 11P of the Enrolment legislation the Ministry can direct the school to enroll a student, although this has rarely been exercised.

5. Annulling an Enrolment

The Board of Trustees has the right under section 11(0) to annul an enrolment if

  • A place is offered to a student but the school later has reason to believe that the address or caregiver relationship was only temporary in order to gain enrolment at the school
  • The student has moved out of zone before the commencement of the school year
  • Specific procedures must be followed in the annulment of an enrolment. These are stated in the Enrolment legislation.

Explanation

Any school that operates under an enrolment scheme is deemed to be ‘overcrowded’ or at risk of becoming ‘overcrowded’. The legislation is in place to ensure learners have a right to attend their nearest local school, and that the school is able to manage their roll growth.

6. The demand for places at Alfriston College is high. Parents/families could provide false information or set up temporary living arrangements to ensure their child gains entry into the school of their choice (but not necessarily the school they are ‘in-zone’ for). The school will manage the enrolment process by

  • Researching and identifying ‘in-zone’ learners from contributing feeder schools, allowing for some base line data to be gathered re ‘in-zone’ learners
  • Following established systems and procedures for all enrolments
  • Having clear lines of communication between enrolling families, enrolling staff and Board of Trustees
  • Ensure that all enrolment legislation is adhered to

References:

  • Section 11H (1) Education Act 1989
  • Education Amendment Act 2000 11A-11PB
  • Guidelines for the development and operation of Enrolment schemes –
  • Ministry of Education – August 2000
  • Instructions relating to the operation of Enrolment Schemes – Ministry of Education – August 2000

 

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ATL 12

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.2 and Part 3, #1.2

Assessment

 

Principle:

Alfriston College recognizes its legal requirement to provide a range of assessment practices at all levels. Alfriston College will develop assessment practices and procedures that:

  • Provide useful, on-going information to assist learning leaders to review progress and plan
  • Provide a basis for reporting to parents and caregivers about children’s learning and development
  • Provide student profile data on achievement and learning barriers
  • Comply with the regulations set within and by the National Framework and the New Zealand Qualifications Authority
  • Provide useful on-going information to assist learners with their progress [feedforward and feedback]

Guidelines:

1. The school’s Quality Assurance Manual will formulate the procedures relating to assessment

2. Each learning area will comply with the school’s assessment statements as outlined in the Quality Assurance Manual

3. Regular assessment review and reporting will occur for each learning area

4. The school will comply with all external expectations regarding assessment and moderation of assessments

 

References:

  • Education Amendment Act 2000
  • Privacy Act
  • QMS Manual

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ATL 13

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.2.3 and Part 3, #1.3

Achievement of Maori Learners

 

Principle:

 

Alfriston College accepts the importance of the need to raise the achievement levels of Maori learners to enable them to have equitable access to future educational, occupational and social opportunities. The Board and staff will work to better respond to Maori learners and achieve shared goals alongside whanau and iwi, to ensure the following:

  • we comply with Treaty of Waitangi obligations
  • we implement procedures for raising Maori achievement with input and guidance from whanau, iwi and staff
  • we encourage Wananga to ensure co-construction and support with all planning to raise achievement of Maori learners
  • we assist staff in meeting the school’s aims and obligations

Guidelines:

1. Consultation is linked to Alfriston College Home School Partnership [HSP] philosophy and scheduled throughout the year

2. The Board will seek to have as a member a Maori community representative or Mana Whenua where possible

3. The school will ensure appropriate achievement targets are set for Maori learners in consultation with staff, in particular Maori Learning Leaders, with appropriate community agencies and with local Maori and develop programmes of interventions, activities and resourcing aimed at raising achievement levels. This may involve targeted funding, procurement of appropriate resources and possible appointment of staff.

4. Ongoing monitoring of Maori learner achievement levels will occur and be regularly reported to the Board

5. The school will ensure that they and the teaching staff meet the appropriate teaching standards relating to te reo Maori and tikanga Maori

6. The development of culturally appropriate and culturally relevant learning relationships will be the goal of all Learning Leaders

7. Appropriate professional development and support will be provided to all Learning Leaders to ensure they are able to develop

 

References:

  • Education Amendment Act 2000

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ATL 14

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.2 and Part 3, #1.3

Equity

 

Principle:

 

All learners at Alfriston College shall have access to the National Curriculum regardless of race, religion, gender or disability. Every endeavor will be made to ensure learners are not subject to discrimination and that learners are treated with respect to their ethnic background.

Guidelines:

 

1. The school will endeavor to provide positive role models in terms of race, religion, gender and disability so that learners can understand the importance of equity in the behavior of themselves and others

2. Learning Leaders will endeavor to be aware of the cultural background of each learner

3. Senior staff will ensure that equity goals are being met when monitoring learning programmes

4. Resources will be unbiased, fair and accessible to all groups in the school

5. The school will endeavor to provide a balanced gender and ethnicity in its staff

6. Culturally appropriate methods of teaching and assessing will be practiced

 

References:

  • Education Amendment Act 2000
  • Privacy Act

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ATL 15

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #8

International Student Accommodation

 

Principle:

Alfriston College undertakes to comply with the accommodation provisions set out in Part 6 of the Ministry of Education Code of Practice for the Pastoral Care of International Students. The categories of accommodation that will be accepted by the education provider are:

• Living with a parent

• Living with a designated caregiver

• Living in a homestay

Guidelines:

1. The school recognises the need to provide a suitable living environment conducive to study and a safe and supportive home life for all international learners

2. The school aims to ensure that the residential carer will be involved in the welfare of a student away from the student’s family and home country

3. To assist the student to successfully integrate into the New Zealand lifestyle

4. To work towards the overseas parents’ peace of mind knowing that the student is well cared for and happy in New Zealand

5. Alfriston College will arrange accommodation from international learners and will not make use of accommodation agents to organise and monitor student accommodation according to the Code of Practice for the Pastoral Care of International

Students References:

  • Part 6, Ministry of Education Code of Practice for the Pastoral Care of International Students

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ATL 16

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #8

International Student School Fee Protection

 

Principle:

 

Alfriston College has developed a fees protection policy to ensure that international student fees paid in advance are handled in a manner consistent with generally accepted accounting practice. The purpose is to ensure that those funds are secure and can be made available in accordance with the school’s refund policy.

This policy should be read in conjunction with the Education (Pastoral Care of International Students) Code of Practice 2016

Guidelines:

  1. The school will ensure that international student fees paid in advance are protected so that the unused portions of any fees are available for refund at any time
  2. The school will ensure that funds from international students paid in advance are accounted for in such a way that individual student balances are clearly identified and monitored
  3. The school will ensure that generally accepted accounting procedures are applied to international student fees paid in advance
  4. The school will ensure that only those staff with appropriate authority will have access to international student funds paid in advance
  5. The school will ensure that all international fees paid in advance shall be paid into the school’s operating account or other account authorised by the Board of Trustees
  6. The school will ensure that fees paid in advance are treated as a liability to the school and only recorded as revenue as the fees are earned over time
  7. The school will transfer fees paid in advance to revenues at appropriate intervals during the period of enrolment for each student
  8. The school will ensure that it has sufficient funds available to meet the international student fees paid in advance liability at any time
  9. The school will ensure that the operation of this fee protection policy is audited as part of the school’s audit procedures

Review:

The school will review procedures relating to this policy as part of the annual self-review. The school will collect and record appropriate evidence of the review.

Reporting:

The Leadership Support Leader – International Students will report directly to the school leader on the operation of the school’s fees protection policy

References:

  • Part 6, Ministry of Education Code of Practice for the Pastoral Care of International Students

BOT COMMITTEE: ATL

Date Ratified / Reviewed: Annually

Signature:

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ATL 17

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #8

International Student Medical and Travel Insurance

 

Principle:

Alfriston College has developed a medical and travel insurance policy to:

• Ensure the safety, well-being of the students studying at Alfriston College

• Ensure that the school is protected in the event of an emergency

• Ensure compliance with the Ministry of Education’s Code of Practice for the Pastoral Care of International Students [2003] [The Code of Practice]

Policy Requirement Advice:

1. All learners are required to have appropriate and current medical and travel insurance for the duration of their planned study, a specified in the Code

2. The education provider shall advise all prospective learners of the standard wording as set out in the Code of Practice and provide information on the education provider’s medial and travel insurance requirements

3. Learners purchasing insurance should purchase insurance cover at the time of fee payment and before they leave their home country

4. Where insurance is provided from a New Zealand company policy details should be provided in the student’s first language where possible

5. In the case of overseas policy providers, learners must provide the school with the policy details in English before the student attends classes

Verification of policies will be undertaken prior to enrolment in accordance with section 7.4 of the Code and Code Guidelines.

As part of the verification process, Alfriston College shall ensure that:

• The insurer/re-insurer is a reputable and established company with substantial experience in the travel insurance business, and has a credit rating no lower than A from Standard and Poors, or B+ from A M Best

• The insurer is able to provide emergency 24-hour, 7 days per week cover

• Learners have a ‘certificate of currency’ and policy wording from the insurance company stating that the student has purchased the cover for the duration of the planned period of study. The certificate and policy wording must also detail medical sums insured, repatriation benefits etc

 

Where a student is not in possession of an appropriate and current medical and travel insurance policy the school undertakes to:

• Advise the student of the medial and travel insurance requirements Guidelines:

• Provide the student with a default policy or policy choices which meets the requirements of the

Code of Practice Guidelines

The cost of default insurance will be met by the student

Recording of Policy Details:

For each student Alfriston College shall record the:

a) Name of the insurer

b) Policy number

c) Policy start and end dates

Policy Renewals:

For each student, prior to the expiry of their medical and travel insurance policy, Alfriston College shall issue a written reminder to the student advising that policy renewal must be completed.

Execution:

  • I have read and understand the terms set out in this agreement, including the attached schedule and agree to them
  • I acknowledge that the provision of false information or the withholding of relevant information may result in the termination of enrolment
Signature of applicant: _______________________________________________________________________
 

 

 

[Student]
Signature of parent: _______________________________________________________________________
  [Parent of student under 18 years]
Signature for provider:

 

 

_______________________________________________________________________
Designation:

 

Date:

_______________________________________________________________________

References:

  • Part 6, Ministry of Education Code of Practice for the Pastoral Care of International Students

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ATL 18

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE:

International Student Refunds

Principle:

 

Alfriston College does not refund tuition fees except in the following circumstances:

  • If a student withdraws from his/her course of study before the course completion date, he/she will not receive a refund of school fees except in exceptional circumstances. In such cases, the parents/caregivers should write to the Leadership Support Leader – International Students explaining what the exceptional circumstances are; however, the College’s decision is final. If a student has applied via an approved agent, the letter may come through the agent.

If the application for a refund is made before the start of the course, fees will be refunded less:

  1. An administration fee
  2. Components of the fee already committed for the duration of the course, including appropriate portions of salaries of learning leaders and support staff (if applicable)
  3. Any other costs already incurred

Please note, the balance of homestay money will be refunded back to the parent’s/caregiver’s bank account in full at the time the student signs out of Alfriston College.

Compassionate refunds:

In exceptional circumstances, refunds may be granted on compassionate grounds (e.g. death of a parent, serious illness, accident). All such refunds will be at the discretion of the School Leader and the Board of Trustees

In an international fee-paying student gains residency during their course:

There will be no refund of fees. A new resident will then abide by the school enrolment scheme. Documentation of residency must be provided within 14 days of it being granted.

The Board of Trustees will make no refund:

  1. When a student is required to leave the school for a breach of the rules and conditions of enrolment at the school or has broken a New Zealand law
  2. Where a student has been stood down, suspended or excluded
  3. Where a student returns home for any reason other than serious illness, accident or death of a close family member
  4. If the enrolment application is found to be inaccurate in any way and the contract is terminated
  5. If a student wants to transfer to another school or educational institute

Homestay fees:

If you move out of your homestay before the end of the contract:

  1. All unused homestay fees will be refunded, provided the homestay has been given two weeks’ notice that the student is leaving
  2. If the student does not give two weeks’ notice, then two weeks’ homestay fees will be deducted from any refund

Payment of refunds:

All refunds over $2,000 NZD will be paid to the parents/caregivers of the student back to the country of origin. Refunds under $2,000 NZD will be given directly to the student with the written permission of their parents/caregivers

NB: The New Zealand Immigration Service will be notified if any student ceased to attend Alfriston College for whatever reason.

I agree with these refund conditions:

Print parent’s full name:

 

 

_______________________________________________________________________
Print student’s full name:

 

Date:

_______________________________________________________________________

References:

  • Part 6, Ministry of Education Code of Practice for the Pastoral Care of International Students

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ATL 19

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE:

Bring Your Own Device [BYOD]

Principle:

Alfriston College uses instructional technology as one way of enhancing our mission to teach the skills, knowledge and behaviours learners will need as responsible citizens in the global community. Learners learn collaboration, communication, creativity and critical thinking in a variety of ways throughout the school day. In an effort to increase access to those 21st Century skills, AC will allow personal devices on our guest network and school grounds for learners who follow the responsibilities stated in our Computer/Cybersafety Use Agreement and the attached guidelines regarding B.Y.O.D.

Guidelines:

  1. Alfriston College strives to provide appropriate and adequate technology to support instructional purposes. The use of personal devices by learners is optional, and learners who do not participate in B.Y.O.D. will not be penalized and school devices or as appropriate alternatives will be available.
  2. An important component of B.Y.O.D will be education about appropriate online behaviours. We will review cyber-safety rules with learners frequently throughout the course of the school year and will offer reminders and reinforcement about safe online behaviours. In addition to the rules outlined in these guidelines, learners will be expected to comply with all class and school rules while using personal devices. The use of technology is not a necessity but a privilege. When abused, privileges will be taken away.
  3. For the purpose of this program, the word “devices” will include laptops, netbooks, cell phones, smart phones, IPods, IPads, tablets, and eReaders. Please note that gaming devices with internet access is not permissible at this time.
  4. Learners and parents/guardians participating in B.Y.O.D. must adhere to the Learner Code of Conduct, Computer/Cybersafety Use Agreement and all Board Policies, particularly Internet Safety Procedures Policy.
  5. Each Learning Leader has the discretion to allow and regulate the use of personal devices in learning spaces and on specific projects.
  6. Approved devices must be in silent mode while on school campus, unless otherwise allowed by a teacher. Headphones may be used with teacher permission.
  7. Devices may not be used to cheat on assignments, quizzes, or tests or for non-instructional purposes (such as making personal phone calls and text messaging).
  8. Learners may not use devices to record, transmit, or post photographic images or video of a person or persons on campus during school hours or during school activities, unless otherwise allowed by a teacher.
  9. Devices may only be used to access computer files on internet sites, which are relevant to the classroom curriculum.
  10. The school’s network filters will be applied to a device’s connection to the internet and any attempt to bypass the network filters is prohibited.
  11. Alfriston College is authorized to collect and examine any device that is suspected of causing technology problems or was the source of an attack or virus infection.
  12. Learners are prohibited from bringing a device on premises that infects the network with a virus, Trojan, or program designed to damage, alter, destroy, or provide access to unauthorized data or information.
  13. Learners are prohibited from processing or accessing information on school property related to “hacking.”
  14. Learners are prohibited from altering or bypassing network security policies.
  15. Learners and parents should be aware that devices are subject to search by school Leaders if the device is suspected of a violation of the learner code of conduct. If the device is locked or password protected the learner will be required to unlock the device at the request of a school Leader.
  16. Printing from personal devices will be regulated by the school.
  17. Each user is responsible for his/her own device and should use it responsibly and appropriately. Alfriston College takes no responsibility for stolen, lost, or damaged devices, including lost or corrupted data on those devices. While school staff will help learners identify how to keep personal devices secure, learners will have the final responsibility for securing their personal devices. Please check with your homeowner’s policy or your Agreement with Cyclone Computers if you purchased a device under this scheme, regarding coverage of personal electronic devices, as many insurance policies can cover loss or damage.
  18. Alfriston College is not responsible for any possible device charges to your account that might be incurred during approved school-related use.
  19. Users should strive to maintain appropriate bandwidth for school-related work and communications. All users will use the “AC BYOD” wireless network to access the internet. AC does not guarantee connectivity or the quality of the connection with personal devices. AC and its Information Technology contractor is not responsible for maintaining or troubleshooting learner tech devices.
  20. Users will accept and sign the agreement below:

I understand and will abide by the above policy and guidelines. I further understand that any violation is unethical and may result in the loss of my network and/or device privileges as well as other disciplinary action. During the course of the school year, additional rules regarding the use of personal devices may be added.

___________________________ _______________

Signature of Learner Date

_________________________ ______________

Signature of Parent/Guardian Date

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FAP 1

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Grant Applications

 

Principle:

Alfriston College wishes to benefit from grant funds that are available to schools, provided that the activities and/or materials so funded are aligned with the school’s goals and strategic directions. Any requirements of a grant must be achievable, and not conflict with existing school policies.

 

Guidelines:

 

  1. Written application must be made to a monthly meeting of the Board of Trustees
  2. All applications must state:
  • Source of the grant funds (and history of previous grants if any)
  • Amount of grant sought
  • Deadlines for submitting application and meeting grant requirements
  • Any specific conditions attached to the grant
  • Purpose of the grant expenditure
  • Relationship to Alfriston College goals and strategic directions
  • Staff member(s) responsible for administering the application, monitoring grant funds, and supervising the activities and/or materials funded.

 

References:

  • A copy of grant applications and receipts shall be held by the Executive Director
  • Grant Application register

BOT COMMITTEE: FAP

Date Ratified / Reviewed:

Signature:

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FAP 2

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Theft and Fraud Prevention

 

Principle:

The Board wishes to protect the physical and financial resources of the School. The Board expects that any investigation into any theft or fraudulent actions will be conducted in a manner that conforms to the principles of natural justice and is procedurally just and fair.

Guidelines:

  1. As preventative measures against theft and fraud the Board requires the Principal, its chief executive, to establish systems to guard against the actions of theft and fraud:
  2. The School’s physical resources are kept secure and accounted for
  3. The School’s financial systems are designed to prevent and detect the occurrence of fraud. All such systems must meet the requirements and standards as set out in the Public Finance Act 1989, Section 42 (B) and of generally accepted accounting practice promulgated and supported by the Institute of Chartered Accountants of New Zealand), the Education Act 1989 and the New Zealand Equivalents to International Accounting Standards (NZ IFRS)
  4. Staff members who are formally delegated responsibility for the custody of physical and financial resources by the Principal are proven competent to carry out such responsibilities and that such persons are held accountable for the proper execution of their responsibilities
  5. All staff members are aware of their responsibility to immediately inform the principal should they suspect or become aware of any improper or fraudulent actions by staff, suppliers, contractors, students or other persons associated with the School
  6. In the event of an allegation of theft or fraud the Principal shall act in accordance with the procedures approved by the Board as below:

Theft and Fraud Prevention Procedure

  1. Decide to either immediately report the matter to the New Zealand Police or proceed as outlined in this paragraph
  2. So far as it is possible and within 24 hours:
  3. Record the details of the allegation, the person or persons allegedly involved, and the quantity and/or value of the theft or fraud
  4. Request a written statement from the person who has informed the Principal, with details as to the nature of the theft or fraud, the time and circumstances in which this occurred, and the quantity and/or value of the theft
  5. Decide on the initial actions to be taken including consulting with the person who provided the information and, if appropriate, confidentially consulting with other senior members of staff about the person who is the subject of the allegation
  6. Inform the Board Chairperson of the information received and consult with them as appropriate
  7. On the basis of advice received and after consultation with the Board Chairperson, the principal shall decide whether or not a prima facie case of theft or fraud exists, and if not, to document this decision and record that no further action is to be taken
  8. The Principal shall then carry out the following procedures:
  9. Investigate the matter further in terms of procedures as set out in sub-paragraph (d):
  10. If a prima facie case is thought to exist to continue with their investigations
  11. Invoke any disciplinary procedures contained in the contract of employment should the person be a staff member
  12. Lay a complaint with the New Zealand Police
  13. If necessary, commission an independent expert investigation
  14. In the case of fraud, require a search for written evidence of the possible fraudulent action to determine the likelihood or not of such evidence
  15. Seek legal advice; or
  16. Inform the Manager, National Operations, Ministry of Education local office and/or the school’s auditors
  17. Once all available evidence is obtained the Principal shall consult the board Chairperson. The Board Chairperson may, if they consider it necessary, seek legal or other advice as to what further action should be taken
  18. If a case is considered to exist the principal or a person designated by them shall, unless another course of action is more appropriate:
  19. Inform the person in writing of the allegation that has been received and request a meeting with them at which their representative or representatives are invited to be present
  20. Meet with the person who is the subject of the allegation of theft or fraud and their representatives to explain the complaint against them
  21. Obtain a verbal or preferably a written response (all verbal responses must be recorded as minutes of that meeting, and the accuracy of those minutes should be attested by all persons present)
  22. Advise the person in writing of the processes to be involved from this point on
  23. Any allegation concerning the Principal should be made to the Board Chairperson. The Chairperson will then investigate in accordance with the procedures approved by the Board. [2 a) – f) above]
  24. Any allegation concerning a member of the Board of Trustees should be made to the Principal. The Principal will then advise the manager of the local office of the Ministry of Education and commence an investigation in accordance with the requirements of paragraph “d” of the Theft and Fraud Prevention Procedure
  25. The Board recognises that supposed or actual instances of theft or fraud can affect the rights and reputation of the person or persons implicated. All matters related to the case shall remain strictly confidential with all written information kept secure. Should any delegated staff member or any other staff member improperly disclose information the Principal shall consider if that person or persons are in breach of confidence and if further action is required. Any action the Principal considers must be in terms of the applicable conditions contained in their contract of employment and any code of ethics or code of responsibility by which the staff member is bound
  26. The Board affirms that any allegation of theft or fraud must be subject to due process, equity and fairness. Should a case by deemed to be answerable then the due process of the law shall apply to the person or persons implicated.
  27. Any intimation or written statement made on behalf of the School and related to any instance of supposed or actual theft or fraud shall be made by the Board Chairperson who shall do so after consultation with the Principal and if considered appropriate after taking expert advice.

References:

  • Public Finance Act 1989
  • Education Act 1989

BOT COMMITTEE: FAP

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FAP 3

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Credit Card

 

Principle:

The Board of Trustees agrees that it has a responsibility to ensure that credit card expenditure incurred by the school must clearly be linked to the business of the school. The Board of Trustees has agreed on the fundamental principles of this Policy, and has delegated responsibility for the implementation and monitoring of this Policy to the School Leader.

 

Guidelines:

 

  1. Credit cards should only be issued to staff members after being authorised by the Board
  2. A register of cardholders should be maintained
  3. The limits set for credit card use should not exceed the overall financial delegation of the cardholder, as set out in the Schedule of Delegations. Any variations require Board approval
  4. All credit card holders are to be informed of the conditions/terms of use
  5. Credit card statements will be examined and all expenditure verified with relevant receipts/authority
  6. The cardholder must return the credit card to the School upon ceasing employment there or at any time upon request by the Board

Procedures to be followed when using the credit card

  1. The credit card is not to be used for any personal expenditure.
  2. The credit card will only be used for:
  • payment of actual and reasonable travel, accommodation and meal expenses incurred on School business; or
  • purchase of goods where prior authorisation from the Board is given.
  1. All expenditure charged to the credit card should be supported by:
  • A credit card slip
  • A detailed invoice or receipt to confirm that the expenses are properly incurred on School business
  • For expenditure incurred in New Zealand of value greater than $50 (including GST) there should also be a GST invoice to support the GST input credit
  1. The credit card statement should be certified by the cardholder as evidence of the validity of expenditure.
  2. Authorisation for the expenditure should be obtained on a one-up basis (for example the Principal should authorise any travel by the Deputy Principal and the Board should authorise any travel by the Principal). Cardholders are not allowed to approve their own expenditure.
  3. All purchases should be accounted for within 5 working days of receiving a credit card statement.

Cash Advances

  1. Cash advances are not permitted except in an emergency.
  2. Where cash advances are taken, the cardholder must provide a full reconciliation, with receipts wherever possible, of how the cash was used. Any unspent monies must be returned to the School.

Discretionary Benefits

  1. Any benefits of the credit card such as a membership awards programme are only to be used for the benefit of the School. They should not be redeemed for personal use.

Cardholder Responsibilities

  1. The cardholder should never allow another person to use the card.
  2. The cardholder must protect the pin number of the card.
  3. The cardholder must only purchase within the credit limit applicable to the card.
  4. The cardholder must notify the credit card company and the school immediately if the card is lost or stolen.
  5. The credit card should not be used on the internet without prior Board approval.
  6. The cardholder must return the credit card to the School upon ceasing employment there or at any time upon request by the Board.

Approval

  1. When the Board approved this Policy it agreed that no variations of this Policy or amendments to it can be made except with the unanimous approval of the Board.
  2. As part of its approval the Board requires the Principal to circulate this policy to all staff, and for a copy to be included in the School Operations Manual, copies of which shall be available to all staff. The School Operations manual shall also be made available to learners and parents at their request. The Board requires that the Principal arrange for all new staff to be made familiar with this Policy and other policies approved by the Board.

 

References:

  • A copy of grant applications and receipts shall be held by the Executive Director
  • Grant Application register

Signature Section for Prospective Cardholders

I have read and understood this policy and agree to abide by it.

_____________

Signed

_____________

Date

BOT COMMITTEE: FAP

Date Ratified / Reviewed:

Signature:

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FAP 4

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Related Parties

 

Principle:

Alfriston College understands the need for all financial transactions involving the school to be above question where they involve a related party.

Definitions:

 

1. A related party is defined as any person that has an interest in Alfriston College; this includes Boards of Trustees, staff members or family members of these parties

2. A related party financial transaction is defined as any arrangement by which financial gain or preferential treatment occurs for a related party

 

Guidelines:

  1. Any transaction with the potential to involve a related party must be reported to the Board of Trustees for approval. Where the related party involves a Trustee/s those individuals must abstain from involvement in any discussion or decision affecting the outcome of the transaction
  2. In determining approval, or rejection of a related part transaction the Board must take into account whether the related party transaction is no less favourable financially and poises negligible risk to the school than other unaffiliated third party transactions and the related party’s interest in, and terms of, the transaction
  3. Where a related party transaction, contract or sub contract involving a Board member of the school exceeds $25,000 per annum the Board member must have prior approval form the Secretary of Education for the transaction to precede. The Board must provide to the Secretary of Education full information and documentation that demonstrates:
  • Preferential treatment has not occurred
  • A fair transparent tendering process occurred with an independent Project Manager
  • That the Board considered all tenders and quotes and can justify the choice based on cost, performance, quality of service, start and finish timing and profile of all tendering companies
  • That the Boards minutes demonstrate that the Board member declared interest in the contract or transaction and then excluded themselves from any further meetings where the matter was considered
  1. Where a related party transaction, contract or sub contract involves a staff member, the staff member will inform the Principal and Board Chair immediately so that the Board can be assured the transaction does not provide personal gain to the staff member or breach conditions of the employment contract

 

References:

  • MOE, Conflict of Interest for BOT, Finance information [Website]

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FAP 5

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Alfriston College Travel

 

Principle:

Alfriston College acknowledges that from time to time employees of the school may be required to undertake business related travel on behalf of the school. Any approved travel expenditure is on the Board’s business and the school must obtain an acceptable benefit from the travel when considered against the cost, that expenses are reimbursed on an actual and reasonable basis and staff who are required to travel on business do not suffer any negative financial effect.

Guidelines:

  1. Delegations – The Board delegates the implementation of this policy to the Principal as Chief Executive. The Principal may, from time to time, further delegate some of their responsibilities and all such delegations must be attached as appendices to this policy
  2. Travel Expenditure – All travel expenditure funded by Alfriston College is to be for the purpose of conducting the school’s business and must obtain an acceptable benefit when compared to the costs
  3. Reimbursement – Any reimbursement requests for expenses must be accompanied by genuine receipts showing the actual costs to ensure that both the school and traveler do not suffer any negative financial effects. The reimbursement for business related travel expenses in on the basis of actual and reasonable costs. Actual and reasonable expenditure is defined as ‘the actual cost incurred in the particular circumstance, provided that it is a reasonable minimum charge’. Reimbursement does not include personal costs; these include mini bar, in-room movies, personal phone calls and laundry

For travel within New Zealand, actual and reasonable expenses are those incurred above the normal day to day costs. For example, a staff member would normally incur personal expenditure for lunch on a daily basis and the cost of lunch when travelling should not be reimbursed unless the costs are greater than that normally incurred

  1. Approvals – Under no circumstances can any travel be booked prior to approval by the Principal and/or the Board of Trustees. International travel can only be approved by the Board of Trustees
  2. Booking of travel on the business of the school is to be conducted through the normal school purchasing procedures. This includes booking airfares or other land based travel, rental cars and accommodation
  3. All travel either international or domestic is to be at economy class unless otherwise authorised by the Principal and/or the Board of Trustees
  4. Any personal vehicle used in the course of travel will be reimbursed at the standard rate recommended in the appropriate Collective Agreement. Rental cars are to be economy class unless otherwise authorised by the Principal and/or Board of Trustees. Taxis should be paid from travelers own pocket then reimbursed as part of an expense claim after completion of travel
  5. Any accommodation paid for by the school should be fair and reasonable. If the traveler arranges accommodation privately where Koha or a gift is exchanged, then a receipt is required for reimbursement to occur. Any gift or Koha must comply with the Alfriston College Gift policy

References:

  • MOE, Conflict of Interest for BOT, Finance information [Website]

BOT COMMITTEE: FAP

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FAP 6

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Fundraising

 

Principle:

The enhancement of school facilities may from time to time require additional fundraising activities. All such activities must be conducted within the school’s financial and management protocols.

The school requires that:

  • All fundraising activities are appropriately controlled
  • All financial activities comply with standard financial management procedures of the school
  • Appropriate procedures are followed to obtain authority to carry out fundraising on the school’s behalf and that practices in fundraising meet set expectations

 

Guidelines:

  1. All funds raised on behalf of learners, for school approved activities or for the purchase of materials etc becomes the property of the school and subject to school financial management processes
  2. All fundraising activities must have the Principal’s prior approval; applicants must use the relevant form
  3. The number and type of fundraising activities must be limited according to the Principal’s directions
  4. Any student involved in fundraising within the community during school time must be in school uniform and carry the appropriate authorisation
  5. Sponsorship is considered as fundraising and must have the approval of the Board
  6. Sponsorship of sports teams must meet the requirements of local school sports organisation by-laws [if applicable]
  7. Management of all funds raised must meet general school procedures on financial management and accounting
  8. No separate bank accounts will be permitted to be held by any fundraising committee, group or individual

References:

  • Education Act [section 73]

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FAP 7

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Gift

 

Principle:

 

The Board of Trustees agrees that it has a responsibility to ensure that expenditure on gifts incurred by the school must clearly be linked to the business of the school and that gifts received comply with the guidelines given.

Guidelines:

  1. This Policy must be read in conjunction with other Board Policies, and the exercising of all authority and responsibilities conferred under this Policy must be in accordance with the Schedule of Delegations and may not exceed an individual’s established level of delegated authority
  2. A Gifts Register will be maintained. The Board will review this register periodically

Giving Gifts

  1. All gifts should be purchased through the school’s normal purchase procedure
  2. The cost of a gift should be reasonable and appropriately reflect the benefit received

Receiving Gifts

  1. Gifts should not be accepted if there is concern that their acceptance could be seen by others as an inducement or a reward that might place the staff member under an obligation
  2. All employees must report to their Head of Learning Area all gifts valued in excess of $50. Any gift valued in excess of $500 needs prior approval by the Principal or Board of Trustees, before it can be accepted
  3. Heads of Learning Area need to determine whether it is appropriate for the employee to accept the gift. All gifts valued in excess of $50 must be recorded in the Alfriston College Gift Register, maintained by the Executive Director. An email address called giftregister@alfristoncollege.school.nz has been set up to assist in the notification process

References:

BOT COMMITTEE: FAP

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FAP 8

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Entertainment

 

Principle:

 

The Board of Trustees agrees that it has a responsibility to ensure that expenditure on entertainment incurred by the school must clearly be linked to the business of the school. The Board of Trustees has delegated responsibility for the implementation and monitoring of this policy to the Principal.

 

Guidelines:

  1. This Policy must be read in conjunction with other Board Policies, and the exercising of all authority and responsibilities conferred under this Policy must be in accordance with the Schedule of Delegations and may not exceed an individual’s established level of delegated authority
  2. Entertainment expenditure in general will be for the following purposes:
  • Building relations and goodwill
  • Representation of the school in a social situation
  • Hospitality provided in the course of school business to external parties
  • Internal social functions
  1. The purpose of all purchases should be transparent and the amount expended able to be demonstrated as reasonable and appropriate

 

References:

 

BOT COMMITTEE: FAP

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FAP 9

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

School Fees

 

Principle:

The Board of Trustees agrees that family contributions are an important and essential part of school income and wishes to ensure that any contributions made by families are:

  • Reasonable and affordable for the parent community
  • Used to provide, enhance or improve facilities and resources for the school and its learners

 

Guidelines:

  1. The suggested family contribution well be set and reviewed annually by the Board of Trustees
  2. This suggested amount will be published in the school prospectus/newsletter
  3. Although the family contribution is not compulsory all parents/caregivers will be encouraged to support the school and its learners in this manner

 

References:

 

BOT COMMITTEE: FAP

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FAP 10

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18.3 and Part 3, #5

Hardship

 

Principle:

The Alfriston College Board of Trustees recognises that the financial position of a proportion of the community is a barrier to improved outcomes for learners. The Board is determined to assist learners in reaching goals to further educational and personal outcomes. Some of the equity funding received by the Board from decile related Ministry of Education grants will be set aside for hardship grants to assist our learners realise these goals.

Terminology:

A hardship grant is defined as a reimbursement of costs to a learner to enable them to have an opportunity for learning.

Guidelines:

Application should come to the Board of Trustees after vetting by the School Leader and/or Senior Leadership Team:

  1. Applications for hardship grant should be in writing and detail:
    • Reason for grant application
    • Proof of hardship (Community Services Card, family financial circumstance)
    • Recei9pts for costs incurred related to the application or information to support the grant application and how it will enhance learning
  2. Upon receipt of a validated application it should be made available as inwards correspondence at the next available Board meeting
  3. Each application will be considered on a case by case basis without prejudice or precedence
  4. The amount of reimbursement will be determined by the claim amount and budget available. Should the number of applications exceed available budget then the Board may request the Finance and Property sub-committee use discretion to allocate funds from related operational budgets

References:

 

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FAP 11

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #6

Property Maintenance

 

References:

 

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FAP 12

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #6

Asset Register

 

References:

 

BOT COMMITTEE: FAP

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HR 1

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #2.1

Protected Disclosures

 

Principle:

Alfriston College recognises its responsibility to safeguard an employee or learner that wishes to make a disclosure related to genuine serious wrong doing within the school. The purpose of this policy is to provide information and guidance to employees of the school who wish to report wrong doing within the school.

 

Guidelines:

  1. A protected disclosure is declaration made by an employee or learner where they believe serious wrong doing has occurred. Employees or learners making disclosures will be protected from retaliatory or disciplinary action and will not be liable for criminal proceedings related to the disclosure that is proved genuine. The employee or learner will be protected in accordance with the following legislation:
  • Personal grievance provisions of the Employment Relations Act
  • The victimisation provisions of the Human Rights Act
  1. Serious wrong doing for the purposes of this policy may include any of the following:
  • Unlawful, corrupt or irregular use of public funds or resources
  • An act or omission or course of conduct which:
  • seriously risks health or safety or the environment
  • is oppressive, discriminatory, grossly negligent or constitutes gross mismanagement
  • constitutes serious risk to the maintenance of law
  1. Prior to making a disclosure regarding the above an employee or learner should be sure that:
  • The information relates to serious wrong doing by the school
  • The employee or learner believes on reasonable grounds that the information is true
  • The employee or learner believes the wrong doing requires investigation
  • The employee or student requires their disclosure regarding the wrong doing protected
  1. Disclosure can be made by an employee or learner.
  • Employee is defined as any current or former employee [including School Leader], contractor or sub-contractor supplying a service to the school
  • Learner is defined as anyone enrolled at the school attending class sessions for the purpose of learning
  1. Employees or learners of the school who make a disclosure and who have acted in accordance with school procedures related to disclosures:
  • May bring a personal grievance in respect of any retaliatory action from their employers or supervisors [Employment Relations Act]
  • May access the anti-discriminatory provisions of the Human Rights Act mentioned in clause 2 in respect of any retaliatory action
  • Are not liable to criminal or civil proceedings or disciplinary hearing as a result of making a disclosure or referred to a disclosure
  1. The protections detailed in clause 5 of this policy do not apply when an employee or learner makes a disclosure or allegation that is knowingly false or where the employee/learner acts in bad faith
  2. The School Leader and the Board Chair will be responsible for writing and maintaining the procedure that carries out the intent of this policy.
  3. The procedures for handling disclosures will be publicised to all school employees and learners and will be contained within the school’s manual of procedures

References:

  • Protected Disclosures Act 2000
  • Employment Relations Act
  • Human Rights Act
  • Vulnerable Children’s Act 2015

BOT COMMITTEE: HR

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HR 2

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #2.7, 2.8

Discretionary Leave

 

Principle:

From time to time staff members may request leave from school either for reasons contained in their collective contract or for reasons other than those covered. All requests will be treated fairly and equitably and will adhere to the provisions of applicable collective agreements.

 

Guidelines:

  1. Leave of less than five (5) days:
  2. The School Leader is delegated the authority to grant leave applications of up to five (5) days (with or without pay)
  3. In making decisions the School Leader will consider the following:
  • The reason for application
  • The frequency of requests from that staff member
  • The effect of granting a request on the running of the school
  • The time of year
  • The appropriateness of the length of leave
  • The length of notice given prior to the request
  • The number of staff absent at that time
  1. In responding negatively to a request for leave the School Leader will provide a reason for denial
  2. Leave for five (5) days or more:
  3. No staff member is entitled to leave as of right
  4. All applications must be submitted in writing to the School Leader before the November Board meeting the year prior to the request to enable the Board to plan appropriately for staff absences
  5. Staff should consult the relevant collective contract prior to submitting an application
  6. In considering an application, the Board will look at all relevant issues and will consider the following:
  • The reason for application
  • The frequency of requests from that staff member
  • The effect of granting a request on the running of the school
  • The time of year
  • The appropriateness of the length of leave
  • The length of notice given prior to the request
  • The number of staff absent at that time
  1. Applicants who are seeking leave of one term or over must have served at the school for at least three (3) years consecutively
  2. Leave with or without pay will be at the discretion of the Board having due consideration to relevant contracts
  3. All decisions will be made in a manner that is consistent, fair and equitable
  4. In responding negatively to a request for leave the Board will provide a reason for denial
  5. The Board recognise that situations may occur that cannot be foreseen this far in advance and will consider applications outside this timeframe

Request for Leave Procedure

This document does not cover absence as a result of unexpected illness.

 

From time to time staff may request leave from school for a variety of reasons contained in their collective contracts or for reasons other than those covered. All requests will be treated fairly and equitably and will adhere to the provisions of applicable collective agreements. Staff should refer to the Discretionary Leave policy (on reverse of Request for Leave form).

 

Staff are advised to not book any travel arrangements until a leave application has been approved.

 

Requests for leave for five (5) days or more must be approved by the Board of Trustees. The Board of Trustees usually meet on the third Monday of each month.

The application should state:

  • The relevant clause of the contract
  • Specific dates of leave requested
  • Whether leave with or without pay is requested
  • The reason you will be unable to carry out your duties
  • In the case of study leave, the benefits to the school should be explained

Leave of less than five (5) days:

  1. The School Leader is delegated the authority to grant leave applications of up to five (5) days (with or without pay)
  2. In making decisions the School Leader will consider the following:
  • The reason for application
  • The frequency of requests from that staff member
  • The effect of granting a request on the running of the school
  • The time of year
  • The appropriateness of the length of leave
  • The length of notice given prior to the request
  • The number of staff absent at that time
  1. In responding negatively to a request for leave the School Leader will provide a reason for denial

Leave for five (5) days or more:

  1. No staff member is entitled to leave as of right
  2. All applications must be submitted in writing to the School Leader before the November Board meeting the year prior to the request to enable the Board to plan appropriately for staff absences
  3. Staff should consult the relevant collective contract prior to submitting an application
  4. In considering an application, the Board will look at all relevant issues and will consider the following:
  • The reason for application
  • The frequency of requests from that staff member
  • The effect of granting a request on the running of the school
  • The time of year
  • The appropriateness of the length of leave
  • The length of notice given prior to the request
  • The number of staff absent at that time
  1. Applicants who are seeking leave of one term or over must have served at the school for at least three (3) years consecutively
  2. Leave with or without pay will be at the discretion of the Board having due consideration to relevant contracts
  3. All decisions will be made in a manner that is consistent, fair and equitable
  4. In responding negatively to a request for leave the Board will provide a reason for denial
  5. The Board recognise that situations may occur that cannot be foreseen this far in advance and will consider applications outside this timeframe

 

Leave may be granted with or without pay. Eligibility for leave is described in the:

  • Secondary Teachers’ Collective Agreement
  • Support staff in Schools’ Collective Agreement
  • School Caretakers’ and Cleaners’ Collective Agreement
  • Secondary and Area School Groundstaff Collective Agreement

 

A copy of the award is available online at www.minedu.govt.nz and the Request for Leave form on the T: Drive/whole school resources/operational/systems and procedures/staff forms

References:

  • Collective or individual employment agreements
  • State Sector Act 1998
  • Employment Relations Act
  • Education Act 1988 and amendments
  • Parental Leave & Employment Protection Act (Amended 1991) Act 1987
  • Parental Leave & Employment Protection (Paid Parental Leave) Amendment Act 2002
  • EEO policy
  • Other relevant agreements

 

 

BOT COMMITTEE: HR

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HR 3

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 3, #2.1

Appointments

 

Principle:

To enable all teaching and non-teaching positions to be filled by the best possible candidates.

To ensure that the Board is a good employer and abides by the terms and conditions of all relevant acts and employment agreements.

 

Guidelines:

  1. Those involved in supervising the position to be filled should be involved in the appointment process
  2. Teaching staff must meet all legal requirements with respect to teacher registration
  3. The police vetting of non-teaching staff will be carried out in accordance with the Privacy Act and the Bill of Rights
  4. All positions will be advertised to encourage a wide field of suitable applicants
  5. Job descriptions will be available for advertised positions
  6. Selection of staff will be impartial and EEO principles will be considered
  7. The composition of appointment panels and the responsibilities they possess will be as follows:
  • Group 1:
  1. School Leader – the full Board
  2. Senior Leadership Team – the full Board after initial pre-selection by the School Leader
  • Group 2 – senior staff (greater than 4MU) – the School Leader in consultation with the BoT appointments committee
  • Group 3 – all other appointments – the School Leader and an appropriate leadership team member
  1. Management units will be allocated by the School Leader in consultation with the leadership team.
  2. All appointments will be ratified by the Board of Trustees.
  3. Material relevant to the appointment will be provided to people or organisations necessary to ensure payment and induction.
  4. Application form and telephone reference checks will include Vulnerable Children’s Act requirements
  5. Documentation will be kept in the employee’s personal file.
  6. Appropriate and relevant induction and mentoring, and review of appointment is carried out within 12 months

References:

  • Collective or individual employment agreements
  • State Sector Act 1998
  • Employment Relations Act
  • Education Act 1988 and amendments
  • EEO policy
  • Education Council Code of Practice
  • Other relevant agreements

BOT COMMITTEE: HR

Date Ratified / Reviewed:

Signature:

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HR 4

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.3.1, Part 2, #1.10 and Part 2, #12

Growth and Development (GDC) – Learning Leaders

 

Principle:

Alfriston College recognises its responsibility to ensure that policies and procedures for the appraisal of learning leaders are part of an integrated performance management system operating within the school. The policies and procedures will be appropriate; developed in a consultative manner; be open and transparent; have a professional development orientation; be timely and helpful to the individual learning leader; and consider matters of confidentiality.

Our overarching aim will be school improvement through the improvement of teaching and learning by focusing on growing and developing learning leaders who are reflective in their practice and meaningfully evidence in their teaching and learning decision-making.

Guidelines:

  1. What we know works:
  • Common language
  • Focus on growth and development
  • Courageous conversations
  • Seeing a challenge as an opportunity
  • Growth mindset
  • Timely and open conversations
  • Using evidence to drive conversation
  • Looking beyond the surface of evidence
  • Making sense of the narrative and thinking that sits behind/alongside evidence
  • Asking questions – reframing if necessary and asking again
  • Regular tracking and monitoring through evidence based conversations
  • Shared narrative school wide
  1. Promote a culture of collaborative professionalism:
  • Learning leaders have autonomy and trust — the freedom to choose how they teach, which fosters creativity, collaboration, ownership, and a sense of self-worth
  • Learning leaders want to learn together, with and from each other — there is a culture of continuous learning
  • All faculty and staff work together to improve learning — there are no special or elite groups in a school, just one team committed to students
  • All faculty and staff are committed to continuous professional growth and improvement — learning leaders and administrators participate in the culture as learners
  • Learning leaders seek ideas, sort them out individually and together, and press for precision of pedagogy in terms of what works best for a given learner, crafting custom learning experiences
  • Innovation is valued — all faculty and staff have a growth mindset in which they listen to, learn from, bring out, and support colleagues’ smart new ideas
  1. Our approach:

Encourage learning leaders to interrogate their practice in the classroom as well as with colleagues and the various layers of leadership across the school. Curate learning stories that are reflective, builds knowledge and makes sense of the impact practice has on learners and learning.

  1. The process:

Develop deliberate, systematic processes and reasoning with improved outcomes for all learners. Using the GDC Model, all involved collaborating to:

  • Investigate and scrutinize practice through structured observations and learning conversations
  • Using appropriate school wide evaluative tools analyze data and use to identify priorities for improvement
  • Monitor implementation of improvement actions and evaluate their impact using the School Improvement Plan [SIP]
  • Generate timely information about progress towards goals and the impact of actions taken by curating learning stories using the GDC LAC model
  1. Appointing Roles

All learning leaders will be allocated appropriate roles by the Professional Learning and Development [PLD] Leader at the beginning of each cycle based on best fit and ensuring meaningful engagement.

  1. The role of the Coach:
  • Continue to develop culture of learning that supports professional growth
  • Uphold and ensure robust interrogation of evidence with an improvement focus (so what, what next)
  • Ask challenging and complex questions to make sense and build knowledge of impact on practices and impact on outcomes
  • Have high expectations and ensure quality meaningful evidence centers all discussions around learning leader growth and development.
  • Make sense of learning needs and co-construct learning and development goals and next steps as part of personal and school improvement plan
  • Initiate and support change through professional learning
  • Engage in critical feedback/forward to ensure growth focused learning conversations and development in practice
  • Complete timely summary documentation of the learning conversation – linking evidence presented to the Code and Standards, learning leader next steps and areas needing to be addresses immediately, where applicable.
  1. The role of the Coachee:
  • The coachee is the central lever of change in the GDC model
  • The coachee will engage in on-going and critical reflective practice
  1. The School Leader or the designated Senior Leader will report annually to the Board of Trustees on professional learning and development outcomes including an evaluation of the GDC programme as it relates to annual and strategic goals.
  2. Guiding documents:
  • Annual Plan
  • Individual School Improvement Plan (SIP)
  • Learning as a Challenge [LAC] learning story framework
  • Code of Professional Responsibility and Standards for the Teaching Profession
  • STCA
  • ERO Effective School Indicators
  • School wide evaluative tools

References:

  • Education Act
  • Employment Relations Act
  • Human Rights Act
  • Education Council Code of Practice

 

BOT COMMITTEE: HR

Date Ratified / Reviewed:

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HR 5

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.3.1, Part 2, #1.10 and Part 2, #12

Equal Employment Opportunities (EEO)

 

Principle:

The Alfriston College Board of Trustees will fully comply with the requirements of the State Sector Act relating to providing fair opportunities for all employees and potential employees to gain employment at the school. This is to ensure that all employees and applicants for positions are given fair and equitable treatment according to their skills, qualifications, abilities and aptitude without regard to peripheral or irrelevant factors.

Guidelines:

  1. An EEO convener will be appointed (this may be the School Leader)
  2. An EEO programme will be developed and its implementation monitored by the Board of Trustees
  3. An annual report will be available to the school community and provided to the Education Review Office
  4. An employee database will be developed so that employment patterns with respect to gender, ethnicity, disability and age factors can be monitored
  5. All school policies, practices and procedures will be reviewed having due regard to EEO consideration
  6. The Board of Trustees will recognise the aims and aspirations of Maori, the employment requirements of Maori and the need for greater involvement of Maori in education
  7. The Board of Trustees will recognise the aims, aspirations and cultural difference of ethnic and minority groups
  8. The Board of Trustees will recognise the employment obligations and requirements of women and the disabled

References:

  • Collective or individual employment agreements
  • State Sector Act 1998
  • Employment Relations Act
  • Education Act 1988 and amendments
  • EEO policy
  • Other relevant agreements

BOT COMMITTEE: HR

Date Ratified / Reviewed:

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Next Review Date:

PAR 1

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.1, Part 2, #1.8, Part 2, #17, Part 3, #8

Policy Making

Principle:

The Alfriston College Board of Trustees recognises that it is responsible for the creation, adoption and review of policies in order to maintain the effective operation of the school. Therefore, policy making is the process by which the Board establishes its mandate to fulfil its governance role in the school.

All policies written will follow procedural guidelines regarding the process of policy establishment and policy format. The final policy decision will be made by the Board of Trustees and approved at a Board meeting.

Guidelines:

Policy statements provide effective guidelines for actions in all areas of the school’s operations.

  1. All policies:
  • Shall be written, clearly defined and based on the principles embodied in the school Charter
  • Shall include a rationale and guidelines as to how the policy is to be achieved
  • Shall be dated and signed off by the Board of Trustees
  • Are subject to a cyclical review process
  1. All new policy making is channeled through the Board of Trustees
  2. There shall always be a concern for the legality of all proposed policies. Where advisable, steps shall be taken to ensure that no statute or existing Board policies or agreements are contravened by proposed policies

References:

  • Education Amendments Act 2000
  • Privacy Act

BOT COMMITTEE: PAR

Date Ratified / Reviewed:

Signature:

Next Review Date: Annually

PAR 2

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #1.1, Part 2, #17 and Part 3, #8

Self Review

Principle:

It is a requirement specified in National Administration Guideline 2 that each school:

  • Develops a strategic and annual plan which documents how the National Education Guidelines are put into practice through policies, planning and programmes
  • Maintains an ongoing process of self-review of policies, planning and programmes including evaluation of information on student achievement

Quality self-review is strongly focused on improvement with well-established procedures to guide practice and ensure that decisions are made on the basis of sound information and evidence.

Self-review happens in a number of ways:

  • Strategic self-review – long-term self-review focused on key goals in the school’s charter, vision and strategic plan
  • Annual self-review – relating to goals in the annual plan
  • Emergent self-review – in response to events which arise in the course of day-to-day operations.

Guidelines:

  1. The school will have at all times a long term strategic plan in accordance with regulatory requirements and this will be updated annually taking into consideration the results of self-review.
  2. The School will have in place a documented cyclical programme of self-review covering all operational areas over a period of five years.  This self-review will be carried out using the Critical Conversation Continuum of EROs Six Domains.
  3. The School will have up-to-date plans for all areas of its operation which will consist of the charter, strategic plan, annual plan and student achievement targets.
  4. The School’s annual plan will be written by the principal and reflect the outcomes of self-review
  5. The Board will monitor the implementation of self-review in the School through:
  6. ongoing Principal’s reports and updates against annual plan goals and targets, the analysis of variance and the annual report
  7. reports of annual and cyclical internal reviews
  8. the results of targeted internal reviews by curriculum, whanau and support staff leaders
  9. Reviews will generally be guided by evaluative questions arising out of evidence from research, day-to-day operations of the school and the analysis of student achievement data. Reviews will also be informed by the best evidence synthesis, ERO’s evaluation indicators and other toolkits published by ERO, TKI or the Ministry of Education.
  10. Emergent reviews may be instigated as a result of feedback from teachers and parents or from events which arise in the course of day-to-day operations
  11. The School will consult with staff and with the community, and groups within the community such as our Maori and Pasifika communities, as appropriate, through surveys and wananga. The setting of student achievement targets and strategic goals will be informed by this consultation.
  12. For each review a team or staff member responsible will be appointed to conduct the review.
  13. Some reviews may be carried out by external reviewers or agencies.
  14. Once an initial review has been carried out a draft report using the report feedback/feedforward template will be presented by the reviewer or review team to the staff members responsible in that area and the College
  15. Any final report will be presented to the College, Senior Leadership Team or Board and will document details of the review and any evidence-based recommendations for change.
  16. Recommendations arising from self-review, if accepted, will be incorporated into the annual plan for the following year. Where immediate action is called for recommendations may be implemented without delay.
  17. The Board will accept responsibility for reviewing their own operations.
  18. The Board’s policies will be reviewed on a 3-year cycle and the policy review plan for each year will be confirmed at the start of each year by the Board at its first meeting.
  19. Student achievement data will be reviewed annually and reported to the Board of Trustees as appropriate using the BOT Achievement, Engagement and Attendance report template. The analysis of variance will be presented to the Board of Trustees annually and form part of the annual report.

References:

  • Education Amendment Act 2000
  • Effective School Evaluation, ERO, 2016

BOT COMMITTEE: PAR

Date Ratified / Reviewed:

Signature:

Next Review Date:

D 1

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE: Part 2, #18,2, Part 2, #19, Appendix 6

Stand down and Suspensions

BOT COMMITTEE: D

Date Ratified / Reviewed:

Signature:

Next Review Date:

D 2

AC CHARTER, GOVERNANCE AND OPERATIONAL POLICIES 2017 REFERENCE:

Section 27

BOT COMMITTEE: D

Date Ratified / Reviewed:

Signature:

Next Review Date:

 

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Alfriston College

Alfriston College