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Policies and Procedures

Curriculum & Student Achievement

Assessment and Evaluation Policy

EOTC Procedure

Equal Educational Opportunities Policy

Internet Policy

Internet Use Agreement

Promotion Procedure

Religious Instruction Procedure

Taha Maori Procedure

Documentation and Self Review

Performance Appraisal of Teachers Policy

Performance Appraisal of Principal Policy

Performance Appraisal of Support Staff Policy

Performance Management Policy

Treaty of Waitangi

Employer Responsibilities

Appointments Procedure for Permanent Teacher or Principal

Equal Employment Opportunity Policy

Personnel Policy

Staff Development Procedure

Property Management

Property Management

Swimming Pool

Health and Safety

Animal Code of Ethics Policy

Child Abuse Procedure

Discipline Procedure

Healthy Food Procedure

Illness and Sickness Procedure

Pastoral Care Policy

Health and Safety Policy

Sexual Harassment Procedure

Shade Policy

Smoking Policy

Transport Policy Procedure


Absence Procedure

Enrolment Procedure

Collections & Charities Policy

Communications Procedure

Complaints Resolution Procedure

Financial Management Policy

Protected Disclosure Policy

Theft and Fraud Prevention Policy

School Hours Policy

Policy on Safety Precautions

Playground Safety Policy

Special Education Policy

Procedure on Allergy Potential Foods Including Whole Nuts





Assessment and evaluation are integral and valuable parts of the learning and teaching process that help improve students learning and the quality of learning programmes.


To meet the National Education guidelines and to implement the requirements of the New Zealand curriculum framework.


Assessment and evaluation takes places in all curriculum areas using a variety of methods, oral, written, visual etc.

It is the responsibility of all teachers to effectively assess and evaluate learning and teaching.

Children are encouraged to self and peer evaluate.

The special nature of Kokopu School allows for all staff to have input into assessment and evaluation of all facets of school life.

Summative assessment data is recorded on the SMS throughout the year for each child by teachers.

A progress report will be sent home at the end of term two and a written report at the end of term four, with interviews held at the end of terms one and three.

The MOE require student outcomes to be monitored annually in two curriculum areas and results reported to the BOT and MOE.





School trips are part of the learning experience of the children and enhance the curriculum.


Children are encouraged to make trips to study the topics they are covering. Sports competitions between schools and cultural visits are essential elements of children’s education. These trips need to be undertaken in a safe environment.


Day trips can be taken and organised at the teacher’s discretion if approved by the Principal. Overnight trips must be approved by the BOT.

A Risk Analysis Management System presented.

Adult to pupil ratio is to be at least 1 to 4 for overnight camps and water activities. Legally required adult to pupil ratios will be maintained at other times.

Parental permission is required for all trips including sports visits.

All classes may have one major trip per year with duration of up to 5 nights away.

All classes are encouraged to make day trips around the Whangarei District.





Students irrespective of their gender, religion, ethnic, cultural, social or family background will have an equal opportunity to be guided and encouraged to reach their full potential in academic, social and physical achievements.


a) Where possible, a balance of male and female teachers and administrators is achieved.

b) Boys and girls are mixed for seating and line arrangements.

c) Children are assigned equally for accepting and carrying out responsibility.

d) A standard disciplinary policy is maintained for all children. The same person handles both male and female disciplinary problems.

e) Extra curriculum activities are open to both genders.

f) There is no designation of books, toys and assignments specifically for either gender. They are to be equally used by both genders.

g) All learning activities are carried out by all children.

h) There is a balance of gender when displaying and introducing topic material.

I) Parents and guardians of both genders are involved in interviews, trips, communications and programmes.

j) Girls and boys are given equal instructional time.

k) Verbal reinforcement of stereo-typed behaviour in statements is avoided.

l) Classroom resource material should represent man and woman in non-traditional roles.






To promote and ensure welfare and safety of people when using the Internet.


To provide Internet access, so all staff and students:

Become effective and safe users of the Internet.

Extend their awareness and knowledge of the Internet.

Become motivated, responsible, independent users of the Internet.


Staff use of the Internet:

Training for staff to use these facilities is made available.

Students will be directed to sites on the Net, which is why staff members will gain experience using the Internet.

All staff members will sign a copy of the School’s Code of Conduct.

In consultation staff can request website links be placed on the school web pages to provide quick access to particular sites.

Student use of the Internet:

All students must sign the School Internet Use Agreement AND have the signed permission of a parent/caregiver before using the Internet at school. These documents will be kept on file.

Staff will monitor students use of the Internet.

A media release agreement will be signed by caregivers before any child’s information is released publicly.

Safety issues:

A filtering software will be deployed on all terminals, which access the Internet.

The school will continue to refine methods of improving safety on the Internet.






I understand that:

The purpose for school computers and other Information Technology resources is to support teaching and classroom learning.

The school will do its best to keep me safe while using global information systems such as the computer and the Internet.

I know that I am not permitted to access material through the Internet which is offensive, dangerous, inappropriate school, or illegal*.

If I use e-mail at school, I am not permitted to send any messages which are offensive, dangerous, inappropriate at school, or illegal*.

I may use the Internet or e-mail at school only if there is a staff member supervising me.

Students: * Please ask your teacher if you need any of these terms explained to you.

I understand how important it is to:

1. Take care of Information Technology resources, such as computers and the Internet.

Be careful with equipment and furniture.

Respect the copyrights on software that prohibit copying.

2. Be considerate of other users.

Share available equipment.

Be careful not to waste computer resources e.g. paper.

Avoid disruption of the running of any computer or network.

Take care not to scan or display graphics, record or play sounds, or type messages which could cause offence to others.

Remove immediately from the screen any material that would not be allowed at the school which I accidentally come across, and tell a staff member right away.

3. Be responsible for privacy and security.

I will not give anyone on the Internet information about myself or anyone else unless permission has been given by a staff member, this includes address, phone number, photograph or credit card information.

I will use discs only to backup work or take it to and from home.

I will tell the teacher if I come across a virus or security problem. 







To ensure pupils are promoted where possible with their peers so that they develop academically and socially at their appropriate level.


To provide clear guidelines to parents and teachers on promotion.

To ensure that children’s best interests both socially and intellectually are taken into consideration.


Most children will leave Year 8 for high school aged about 13 years.

If the parents and/or teaching staff are concerned about promotion or placement within a class, a discussion will be held. 





The Kokopu School Board of Trustees supports religious instruction for it’s pupils.


Children receive religious instruction for 30 minutes once a fortnight.

Instructors are co-ordinated by Gail Matthews.

The BOT have the power to change instructors if they think necessary.

Parents will indicate on the enrolment form if their child/children are to receive religious instruction.

Children who do not attend will be supervised.






The more educated we are about other cultures, the more able we are to understand and appreciate the diversity of life around us. To support the children’s knowledge and understanding of Maori heritage and history, Taha Maori is part of the curricula.


Time will be spent learning and understanding the Maori language.

Other aspects of Maori life to be studied are culture, protocol and general way of life.

A Maori resource person may be used to help the staff.






It is an obligation to appraise a teacher’s performance on an annual basis against all professional standards as cited in the current Primary Teachers’ Collective Employment Contract.


1/ To provide feedback for both the teacher and the appraiser on a regular basis.

2/ To allow a teacher to progress to the next step by demonstrating that they meet the professional standards at the appropriate level.


1/ The professional standards at the relevant level against which the teacher is to be assessed, should be confirmed between the teacher and the principal.

2/ The teacher will be assessed against these appropriate professional standards, and goals for assessment should reflect these.

3/ The teacher’s appraisal will be carried out by the appraiser or a mutually acceptable appraiser as agreed by the teacher and the principal.

4/ The appraisal process will follow the schools appraisal timeline as set out at the beginning of the school year.

5/ Opportunity and funding will be made available to the teacher for professional development to help attain their goals.

6/ All appraisals are confidential between the teacher and the appraiser.

7/ A person should be agreed upon to mediate/arbitrate on any disagreements or disputes between the teacher and the appraiser.


The appraisal process with the teacher is a tool to enhance his/her professional development, and to progress through the salary steps. 






It is a contractual obligation to appraise the principal’s performance on an annual basis.


1/ To provide feed back for both the principal and the board on a regular basis.

2/ To ensure that the management of the school is being carried out in accordance with the board’s and statutory requirements.


1/ The principal will have a job description and an annual performance agreement,

which together will form the basis of the appraisal.

2/ The principal’s appraisal will be carried out by the chair of the board, or a mutually acceptable alternate as agreed by the principal and the board.

3/ An interim formative appraisal may take place during the year as agreed at the beginning of the year, and a summative appraisal at the conclusion of the year.

4/ Performance will be appraised in the form of mutually negotiated goals and procedures.

5/ The board will provide the principal with opportunities to be involved in professional development, in both curriculum and administration management.

6/ The principal can expect that fees and related expenses for approved courses and professional development, will be paid for by the board.

7/ All appraisals are confidential between the principal and the chair.

8/ A person should be agreed upon to mediate/arbitrate on any disagreements or disputes between the principal and the appraiser.

9/ The annual appraisal may be used for salary discussions based on an agreed statement to the board from the principal and the appraiser. The board will conduct the salary discussions in committee with the principal, non-board members and employees absent from the meeting.


The appraisal process with the principal is a tool to ensure the principal is performing to BOT and statutory requirements.






The appraisal programme provides a formal procedure designed to support and encourage support staff to achieve a high level of effectiveness in all areas of their work.


- To provide a basis for ongoing support staff professional development.

- To provide a system of positive guidance.

- To monitor the competence of staff.

1. Teacher Aide

- To improve pupil’s learning and achievement.

- To improve the programmes and environment we offer children. 


1. All support staff undergo an annual performance appraisal as part of the performance management system.

2. All Ancillary Support staff appraisals will be against their job descriptions.

3. Appraisal should be positively supportive and aim to improve the capabilities of staff.

4. Attestation which is needed for pay purposes will take place annually as part of the appraisal cycle. 

5. The appraisal of support staff is the responsibility of the Principal who may in turn delegate to appropriate senior staff.

6. All appraisal records will be kept in a secure place. Support staff may ask to see their personal file at any time.

7. Where there is any dissension over an appraiser's comments the appraisee may request that a report pointing out his/her concerns is attached to the record of interview.

8. Where the appraisee feels dissatisfied with the outcome of their appraisal they may request a reappraisal with another person from the senior staff team. It would be necessary for all parties involved to agree on the best person in the circumstances.








To develop and implement personnel and industrial policies/procedures within the framework set by government which promote high levels of staff performance, use education resources effectively and recognize the needs of students.


To provide a platform to encompass the following policies/procedures and documentation, while recognising the collaborative and uniqueness of Kokopu School.

Personnel Management:

- Job descriptions

- Appointment of staff

- Appraisal processes

- Teacher registration

- Disputes procedures

- Professional development

- Performance agreements

- Harassment

- Equal Employment Opportunities.









The Maori language / culture programme will endeavour to develop an awareness of, and sensitivity towards, Te Mana o Aotearoa (the uniqueness of New Zealand’s heritage) and New Zealand's dual cultural heritage as reflected in the Treaty of Waitangi.


To provide students with varied opportunities to understand and respect Tikanga Maori (Maori values, attitudes and behaviour).

To provide students with opportunities to understand and speak basic Te Reo.

To develop an awareness amongst staff and pupils of Maori culture.

To plan for improving the achievement of Māori students.

To provide families and whanau opportunities to become actively involved in their school.


An understanding of Te Reo and Tikanga Maori is identified in the New Zealand Curriculum as part of every child's education and is not an optional activity.

Classroom programmes and practices will be structured to expose children to Te Reo (language) and Tikanga Maori (culture).

It is desirable to include aspects of Te Reo and Tikanga Maori in all curriculum areas.

The Board of Trustees will provide opportunities for professional development in Te Reo and Tikanga Maori.

The Board and staff will maintain an annual budget to ensure resources are available to support the teaching and learning of Te Reo and Tikanga Maori

Opportunities will be encouraged for liaison between the school, community and the marae in the area. (A good relationship will add a dimension and richness to school life that would not otherwise be possible)






To employ the best teacher / principal to fill a vacancy at the school.


To advertise the vacancy so as to get the best possible applicants and the employment procedure to be fair to all parties.


The State Sector Act 1989 (part VII A, section 77 (1), provides that the person best suited for the position shall be appointed.

Equal employment procedures will be applied and demonstrated in appointment procedures.

Board members will indicate prior knowledge of applicants, and if need be outside

help brought in so there is no conflict of interest.

Details of duties to be carried out and the criteria being adhered to in making appointments will be made available to all applicants on request.

All individual applications for appointment will be assessed.

Notes will be taken of any outstanding strengths and limitations and by consensus determine the short-list of applicants. (Not more than four).

The short-listed applicants will be notified of the date and venue of the interviews.

The interview panel selected, will wherever possible, contain at least one person of each applicant’s gender and race.

A schedule of questions will be drawn up. Referees statements that have been received will be examined.

11. At least one hour will be allowed for each interview and will be used as follows:

a/ Showing the applicant around the school.

b/ The actual interview.

c/ Comparing notes and reaching a consensus after the applicant has left.

d/ If no applicant is deemed suitable the position will be re-advertised.

12. The successful applicant will be notified as soon as possible.

13. The successful applicant will have five working days to accept the position.

If the successful applicant does not accept the position, the applicant deemed by the panel to be next in terms of suitability may be offered the position, or the position will be re-advertised.

After acceptance, a letter of confirmation (noting that the appointment is subject to possible review) will be sent to the successful applicant and letters of non-appointment sent to all other applicants.

A report will be prepared for a full BOT meeting on who will fill the vacancy.

The appointee must have a current New Zealand Teachers Registration and Practising Certificate.





Assessment and evaluation are integral and valuable parts of the learning and teaching process that help improve students learning and the quality of learning programmes.


To meet the National Education guidelines and to implement the requirements of the New Zealand curriculum framework.


Assessment and evaluation takes places in all curriculum areas using a variety of methods, oral, written, visual etc.

It is the responsibility of all teachers to effectively assess and evaluate learning and teaching.

Children are encouraged to self and peer evaluate.

The special nature of Kokopu School allows for all staff to have input into assessment and evaluation of all facets of school life.

Summative assessment data is recorded on the SMS throughout the year for each child by teachers.

A progress report will be sent home at the end of term two and a written report at the end of term four, with interviews held at the end of terms one and three.

The MOE require student outcomes to be monitored annually in two curriculum areas and results reported to the BOT and MOE.







The Kokopu School Board of Trustees maintains a personnel policy for the fair and proper treatment of employees.


At all times the BOT will provide the following:

* Suitable and safe working conditions as per government and educational guidelines.

* Impartial selection of suitably qualified persons for appointment (re EEO policy)

* In relation to Maori people recognition of their aims and aspirations, their employment requirements, the need for their greater involvement in the education services.

* Opportunities for professional development of employees.

* Recognition of the employment requirements of woman.

* Recognition of the employment requirements of persons with disabilities.

* As employees they will maintain proper standards of integrity, conduct and concern for the public interest and students well being.

Any grievances can be addressed to the Principal and/or the Board of Trustees.







To allow staff to undertake professional development that will continue to improve their effectiveness in their roles and to encourage life long learning.


1. Relevant to staffs professional development needs.

2. Professional development costs within the B.O.T. budget requirements.

3. Availability of relievers.

4. Matches whole school development needs.







All property at the school must be properly maintained to ensure a good working environment for pupils and staff.


1. The Board will ensure compliance with the Health and Safety Act and the MOE property maintenance requirements.

2. A 5 year development plan will be produced annually to ensure all assets are maintained to high standard.

3. The grounds will be kept clean, tidy and safe and also attractive so that pupils and the community can feel pride in the appearance of their school.

4. All buildings will be properly maintained, i.e. painting, cleaned and physically sound.

5. All other property will be maintained to a high standard to ensure long life and safety.

6. A caretaker and cleaner will be employed at the school.





A safe swimming pool is required for children to learn to swim in and have fun.


To teach children to learn to swim in a safe environment. The pool will be open to the community to further enhance swimming outside school hours.


The pool water quality will be monitored regularly, ensuring it meets health department standards.

The pool will be available to the community outside of school hours during the summer.

Community users have to purchase a key, ensuring the pool enclosure is locked after use. Key holders may bring outside visitors and be responsible for their observance of the rules.

Children under 15 years must be supervised by someone over 16 years of age.

Togs are to be worn at all times in the pool, no jeans or longs.

There is to be no food or drink consumed in the pool.

The art room toilet will be open at all times.

There is to be no running around the pool, or along the edge.

The pool must be used in a safe manner, and the grounds be left clean and tidy.






Kokopu School recognizes that under the Animal Protection Act, 1987 it is required to have a Code of Ethical Conduct relating to the welfare and treatment of any animals under it’s care.


To encourage through example the proper care of living things within the school situation.

To provide experiences for children to observe, handle and care for a range of animals in a humane way.

To ensure that the care and welfare of animals must have the highest priority in any activity involving the keeping of an animal or its study on a field trip.

To educate children through example and discussion on the importance of animal care and welfare and the responsibilities involved.


1. "Animal" is defined as any living creature.

2. If appropriate care cannot be provided, animals should not be kept in school.

3. Creatures captured on field trips must be returned to their habitat prior to leaving the area unless their proper care in school can be guaranteed.

4. Responsibility for the welfare of animals rests with the teacher involved, but ultimately with the Principal and Board of Trustees. The following freedoms apply –

Freedom 1 – Animals must have appropriate diet, including access to water. Provision must be made for care at weekends and over holidays.

Freedom 2 – Animals must have cages/containers of an appropriate size, and be ventilated and hygienic. Animals must not be subjected to extremes of noise, draught or sunlight.

Freedom 3 – animals should be free from injury or disease. Diseased or injured animals should be treated and should not be kept at school.

Freedom 4 – animals must be handled / kept in such a way that they are not subjected to stress or fear.

Freedom 5 – animals should be able to express normal behaviour.

No activity will be planned that will cause distress or suffering to the animal.





Child abuse is a situation in which a child is growing up under conditions which threaten his / her emotional and physical survival.


The principal, staff and administrators want to recognise and eliminate any forms of abuse to the children of our school, by following the guidelines to handle abuse disclosures.


Ensuring adults within the school have knowledge of different forms of abuse and

neglect, and know the appropriate responses.

Maintain consultation and communication with the agency and child.

Accept what the child has said.

Accept what you see rather than what adults tell you.

Report and consult on every suspected case.

Document, date and sign.

Recognise the dilemma faced in taking action.

Don’t assume others are acting.

Reassure the child

Inform the Principal or appropriate teacher contacts or appropriate agency.







The Kokopu School expect pupils to be well behaved and law abiding citizens.


1. Wherever possible, positive reinforcement will be stressed rather than discipline.

2. Minor problems will be dealt with in a suitable manner by the class teacher.

3. For major, and continued minor offences parents/caregivers, the teacher and the

Principal will meet to discuss the problem and reach a solution.

4. In serious matters the B.O.T. will follow Ministry of Education guidelines in

relation to suspensions.

Resolution for Misbehaviour

Misbehaviour includes – swearing- littering

1st offence; Caution issued by verbal warning

2nd offence; Part of lunch time lost doing a punishment the teacher sees fit

e.g. lines, seat sitting.

3rd offence; Inform Principal and contact parents.

4th offence; Meeting with parent/teacher/child to discuss concerns.

5th offence; Meeting with parent/principal at school to discuss further







Due to the importance good eating habits play in today’s lives, Kokopu School will encourage both pupils and staff to eat healthy food.


This will be done through the following broad guidelines:

1. Encourage everyone to eat a wide variety of food.

2. Discourage consumption of foods high in fat, sugar and salt.

3. The school will endeavour to provide a wide range of suitable foods using resources we have available to use.

4. A high standard of hygiene will be observed and adhered to at all times.

5. The school will encourage healthy eating habits through Health, Social Studies, PE, Food technology and any other areas in the School Curriculum wherever possible.

6. Food safety in terms of handling, storage and purchasing will be of utmost importance and in accordance to the guidelines put out by The National Heart Foundation of New Zealand.

7. Children will be checked by staff each day to ensure they have eaten a good portion of their lunch.







To ensure the health and welfare of all pupils and staff.


To contain infectious conditions or prevent the spread of illness.

To ensure accidents are effectively and rapidly dealt with.


If a child is ill at school or has a major accident, parents are notified as soon as possible and asked to collect the pupil or medical assistance will be sought if needed.

If parents can’t be notified, the emergency contact person is requested to do the same.

Staff will make sick students as comfortable as possible while waiting for parents or in cases of no one being available.

If emergency medical treatment is needed, the appropriate emergency service will be contacted.

If parents or guardians cannot be contacted and medical attention is needed, the pupil will be taken to the appropriate medical centre by a staff member or appropriate adult.

All accidents/treatment will be recorded in the accident register. An additional report will be written when external medical services are required.

Children who have viral and / or bacterial illness that are contagious (including colds and flu’s) are expected to be cared for at home.

Records shall be kept at school of any allergies and medical conditions and medication required. Records will be updated regularly.

In the case of a communicable disease the school will be guided by the Medical Officer of Health and the Public Health Nurse.







To provide the children at Kokopu school with the guidance and assistance necessary to enhance their learning and to become productive citizens.


Children need to develop values and attitudes that will enhance their learning and prepare them in their journey to adulthood.


1. Teachers have particular responsibility for children in their class, monitoring student progress, behaviour and learning.

2. All staff take an active interest in the well being of the children.

3. Staff are available to discuss and talk with students and parents.

4. If a child wants to discuss something in confidence with a teacher, then this right is paramount.

5. House Captains and senior students are available to help younger pupils adjust to school and deal with issues arising in the playground.

6. Specialists may be called in e.g. grief councilors, health nurse, when required.

7. Parents are expected to support staff in the monitoring of student behaviour and academic work.





Kokopu School will take all practicable steps to ensure the safety of staff, students, visitors and contractors by complying with relevant health and safety legislation, standards, and codes of practice.

This is achieved by -

1. All staff having individual responsibility for health and safety

2. All staff

- Being informed of

- Understanding, and

- Accepting their responsibility for eliminating or minimising the potential for harm to people at their workplace, including contractors, other staff and visitors being informed of any results of our monitoring their work area.

3. Ensuring staff are consulted on, and given the opportunity to participate in, health and safety management

4. Ensuring union and other employee representatives are consulted regarding health and safety management

5. Ensuring schools have an effective method for identifying hazards. Significant hazards will then be controlled by:

- Eliminating or isolating any hazard that arises out of the school or school environment likely to cause harm to staff, students or other people.

- Minimising the effects of hazards, if they cannot be practicably eliminated or isolated.

6. Creating and maintaining a safe working environment. This includes providing facilities for staff health and safety at work

7. Staff being familiar with and having a copy of the Emergency Management Plans and Procedures for all foreseeable emergencies that may arise in the school.

8. Providing appropriate orientation, training and supervision for all new and existing staff

9. Having effective procedures for the hiring and monitoring of contractors and being accountable for their safety and for that of other visitors.

10. Accurate recording, reporting and investigating injuries

11. Board of Trustees commitment to continuous improvement in health and safety.

12. Board of Trustees commitment to comply with all relevant health and safety legislation.

13. Supporting the safe and early return to work of injured employees.

14. Ongoing evaluation, review and updating of our compliance with our health and safety programme and this policy. 





The personal grievance provisions of the Employment Contracts Act 1991 state that an employee, may have a grievance against the employer or former employer, because that employee has been sexually harassed in the employers employment.


The principal staff and administrators want to eliminate any form of sexual harassment in the school, and if needed provide appropriate courses of action to handle complaints.


n the event of sexual harassment the complainant;

may approach the person initially, verbally, and if the behaviour continues, make a written complaint.

should be encouraged to seek union, legal or any other


The person against whom the complaint has been made, should be encouraged to seek union or legal support.

Following the submission of the written complaint the Board will investigate the complaint in accordance with the relevant employment contract and complete records will be kept.

Measures should be taken to ensure victimisation of the complainant does not occur, through ongoing monitoring discussion with the complainant.






The purpose of this policy is to ensure that children attending Kokopu School are protected from skin damage caused by the harmful ultraviolet (UV) rays of the sun. This can lead to the serious skin cancer, melanoma, in later life. The policy is to be implemented during terms 1 and 4 and other times deemed appropriate by the staff.


As part of general skin protection strategies, the school will:

Ensure that there are enough shelters and trees providing shade in the school grounds.

Encourage children to wear brim or flap hats which protect the face, neck and ears when they are outside. No hat, no outside play. Hats are to be worn during Terms 1 and 4.

All parents are to be encouraged to provide sunscreen for their child’s use.

The school will endeavour to provide shade at sporting and other outdoor events.

Encourage children to wear either rash suits or sun suits when swimming.

Incorporate Sun Smart programmes into the curriculum.

Encourage staff and parents to act as role models by: wearing appropriate hats and clothing for all summer outdoor activities, using sunscreen for skin protection, seeking shade whenever possible.

Regularly reinforce the Shady School policy in a positive way through newsletters, parent meetings, student and teacher activities.

On school trips, all children are to wear hats and T-shirts (that cover the shoulders), at appropriate times.






To provide a healthy environment for all persons at Kokopu School. Kokopu School is a Smoke Free School.


There is to be no smoking within the school buildings or grounds.

Signs are to be in place informing visitors of the school being Smoke Free.

We expect parents to refrain from smoking while transporting children on school trips.

3. Complaints concerning this are to be directed to the Principal.






To ensure the safe bus transportation of children to and from the school.


A bus service is supplied in two runs –

Kokopu / Kara Roads.

Kokopu and Draffin Roads to school.

The bus is to use the designated pick up and drop off area at all times for loading and unloading of children.

Bus monitors to ensure children obey safety rules.







To ensure the safety of the pupil by ensuring parents and school are informed of their whereabouts, thus allowing teachers freedom from worry and inquiry.


1. Parents or guardians of pupils must contact the school by 10am to explain a pupil’s absence.

2. The school will endeavour to make contact with the parents/caregivers in cases of unexplained absence.







To ensure a smooth, stress free introduction to the school environment for the new pupil and his/her family.


Before turning five, children may visit school to familiarise themselves with the school environment.

On turning 5 the child is enrolled at school.

Children entering from another school need to be accompanied by a parent / guardian to complete forms giving essential information.

In order to avoid overcrowding the BOT has had to adopt an enrolment scheme which has been approved by the Ministry of Education.

Pupils who live within the home zone will qualify for enrolment.

The enrolment of out of zone students is governed by the provision of the Education Act 1989.







The Kokopu School Board of Trustees supports one charity per year.


To give the pupils the experience of helping others less fortunate than themselves.


The school supports up to one charity / collection each year, approved annually by the B.O.T.

Children from the school are not to be involved with the collection of envelopes or selling for any organisation through the school.







The school recognises the importance of teachers and parents / caregivers working in partnership to facilitate the smooth running of the school. Communication is a key element in this process.


To encourage parental involvement and co-operation between home and school parents are kept informed of any relevant school information and forthcoming events.


Each week a school newsletter will be sent home to each family.

The school newsletter will contain information concerning the school and include invitations to attend BOT and PTA meetings. Other groups are welcome to use the school newsletter to disseminate information.

The school will produce a community newsletter as required. Local groups and individuals are welcome to contribute. The school will be responsible for the compilation, printing and distribution of this newsletter.







Step 1, Complaint lodged.Complainant discusses complaint with staff member.

Step 2, Complaint not resolved— raised with Principal

Complainant raises complaint with Principal.

Principal and complainant discuss it with staff member. 

Step 3, Complaint not resolved—BOT advised.

Complainant puts complaint in writing to the BOT.

BOT acknowledges complaint in writing within five working days to the complainant, and undertakes to investigate complaint.

All complaints against principal need to be addressed to BOT.

All complaints against BOT members need to be addressed to principal.

Step 4, BOT considers complaint.

Either at the following scheduled, or by a special meeting;

Complainant has option of having some form of support at meeting;

All parties may speak;

All interested parties excluded from deliberations. 

Step 5, Complaint resolved.

BOT’s decision communicated to complainant and other interested parties.

No further action required 

Step 6, Issue reconsidered.

Any party may request the BOT to reconsider its decision.

New information must be produced for the decision to be reconsidered.

Outside help may be sought here to help resolve the complaint.





The Board will use the school’s financial resources to achieve goals within the School’s strategic plan and maintain accountability for and control of the school’s financial resources.


1. The Principal will ensure a draft budget is prepared for the November meeting for the following year for discussion and approval.

2. Expenditure will be kept within budget by means of appropriate procedures and regular monitoring.

3. All expenditure, and commitment of expenditure, will be approved appropriately.

4. The Principal will ensure annual reports are prepared, which comply with Public Sector Accounting Standards for audit by the auditor appointed by the Audit Office, these are to be made available to the community.

5. Financial transactions will be kept accurate and up to date.

Note - The Board of Trustees is responsible for all finances in the school in accordance with its governance obligations. The Principal will manage the above policy on its behalf, setting up appropriate procedures to do so.









The school will be open for 394 half days per year.


School hours are 9 am to 3.00 pm

Intervals are 10.20 am to 10.35 am and 11.35 am to 11.50am.

Lunch break is 12.50 pm to 1.30 pm.

Exceptions to these times are as follows:

children may be given permission to leave school early, following certain sports days and sickness.

flooding of local roads may require children to leave school for safety reasons.






The Kokopu School Board of Trustees considers the safety of children and staff as paramount.


1. Safe practices are re-enforced in an integrated curricula.

2. The Principal is the appointed Emergency Warden" with the second in charge as back up if the Principal is away.

3. Fire: On the continuous ringing of the bell, children leave all equipment and belongings behind, and move in a sensible fashion to the top field where they assemble in classes for a roll call. A talk to children by the local fire safety can be part of the curricular. Fire drills will be carried out twice a year and be recorded in the School Building Systems and Features Manual.

4. Earthquake: Children move as quickly as possible, under desks, tables or in doorways. If outside, move away from power lines, and towards a fence or large object and hang onto it.

5. Flood: The problem with flooding is not with the school flooding, but roads leading to the school flooding. In the event of this happening, the school will be closed by the Principal in consultation with a BOT member, and children sent home by bus if possible or cars as soon as can be arranged. Parents will be notified by "Bush Telegraph" if this is the case. The staff will ensure that proper arrangements are made for the safety of each child.

6. Road: Children riding to and from school and home must wear an approved cyclist safety helmet at all times, and obey all road rules.

7. Bus: A very large proportion of the children travel by bus to and from school. Safety getting on and off the bus, sitting correctly, and using their common sense must be stressed to the children. Appointed bus monitor will help maintain safe bus practises, and report any indiscretion to the bus driver or staff.

8. Daily hazards will be identified at morning assembly. 







The Kokopu School Board of Trustees provides safe playground equipment, which will be used in a safe manner.


As we like to develop a "Family" atmosphere around the school, the need for rigid rules within the playground are limited, except in the areas of general safety. The rules we have are as follows :-

The adventure playground will have;

Only one child on the flying fox at a time.

No more than two on the bridge at a time.

One on the slide at a time

One at a time on the trampoline.

The use of playground equipment outside school is the responsibility of the user. The school accepts no responsibility.

In all other areas and use of equipment, common sense must prevail.








To make sure all children with special education needs are provided with the best type of education support so they can succeed in their learning.


Provide educational opportunities and outcomes for children with special education needs;

Ensure there is a clear, consistent and predictable resourcing framework for special education; and

Provide equitable resourcing for those with similar needs.


1/ Special Education includes children and young people with physical and intellectual disabilities, sensory impairments, communication difficulties, medical and related conditions, and learning and behaviour difficulties that affect students learning.

2/ The level of special education support provided is based on the individual learning needs of each child and young person and the funding available.

3/ Services are available to ensure the earliest possible identification of and support for students with special education needs.

4/ Outside help in the form of funding or advice for the student will be applied for as soon as possible.

5/ The Individual Education Programme (IEP), which occurs within the context of the family/whanau, education setting and community, is the basis of programmes for young children and students with special education needs.

6/ Professional development for regular and special educators, and teacher aides is provided.

7/ The school will adapt programmes so that students with special education needs are included, the curriculum therefore is inclusive of the educational needs, experiences, interests and values of all students.






Rationale: The purpose of this policy is to provide information and guidance to employees of the school who wish to report serious wrongdoing within the school.

Purpose: A protected disclosure is a declaration made by an employee where they believe serious wrongdoing has occurred. Employees making disclosures will be protected against retaliatory or disciplinary action and will not be liable for civil or criminal proceedings related to the disclosure.

Serious wrongdoing includes any serious wrongdoing of any of the following type:

- an unlawful, corrupt, or irregular use of funds or resources of a public sector organisation; or

- an act or omission or course of conduct that constitutes a serious risk to public health or public safety or the environment; or

- an act, omission, or course or conduct that constitutes a serious risk to the maintenance of law, including the prevention, investigation, and detection of offences and the right to fair trial; or

- an act, omission, or course of conduct that constitutes an offence; or

- an act, omission, or course of conduct by a public official that is oppressive, improperly discriminatory, or grossly negligent, or that constitutes gross mismanagement; -

- whether the wrongdoing occurs before or after the commencement of this act.

Before making a disclosure the employee should be sure the following conditions are met:

- the information is about serious wrongdoing in or by the school;

- the employee believes on reasonable grounds the information to be true or is likely to be true;

- the employee wishes the wrongdoing to be investigated; and

- the employee wishes the disclosure to be protected.

Any employee of the school can make a disclosure. For the purposes of this policy an employee includes:

- current employees and principal;

- former employees and principals; and

- contractors supplying services to the school. 

An employee who makes a disclosure and who has acted in accordance with the procedure outlined in this policy:

- may bring a personal grievance in respect of retaliatory action from their employers;

- may access the anti-discrimination provisions of the Human Rights Act in respect of retaliatory action from their employers;

- are not liable for any civil or criminal proceedings, or to a disciplinary hearing by reason of having made or referred to a disclosure; and

- will, subject to Clause 5 of the Procedure, have their disclosure treated with the utmost confidentiality.

The protections provided in this section will not be available to employees making allegations they know to be false or where they have acted in bad faith.

Any employee of Kokopu School who wishes to make a protected disclosure should follow procedures outlined MOE circular 2003/8in which can be viewed at





Rationale: The Board of Trustees of Kokopu School accepts that it has a responsibility to protect the physical and financial resources of the School. The Board has agreed that through the Principal, the School has a responsibility to prevent and detect theft and fraudulent actions by persons who are employed or contracted by the School or who are service recipients of the School. The Board accepts 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. The Board, therefore, requires the Principal to establish systems and procedures to guard against the actions of theft and fraud. The Principal is to report such actions to the Board Chairperson as prescribed in the procedures set out below.


1) As preventative measures against theft and fraud the Board requires the Principal

to ensure that:

a) The School’s physical resources are kept secure and accounted for.

b) 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 45C(b) and of generally accepted accounting practice promulgated and supported by the Institute of Chartered Accountants of New Zealand.

c) 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.

d) 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.

2) In the event of an allegation of theft or fraud the Principal shall act in accordance with the following procedures:

a) Decide to either immediately report the matter to the New Zealand Police or proceed as outlined in this paragraph.

b) So far as it is possible and within 24 hours:

i) Record the details of the allegation, the person or persons allegedly involved, and the quantity and/or value of the theft or fraud.

ii) 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.

iii) 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.

iv) Inform the Board Chairperson of the information received and consult with them as appropriate.

c) 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.

d) The Principal shall then carry out the following procedures:

i) Investigate the matter further in terms of procedures as set out in sub-paragraph (d);

ii) If a prima facie case is thought to exist to continue with their investigation;

iii) Invoke any disciplinary procedures contained in the contract of employment should the person be a staff member;

iv) Lay a complaint with the New Zealand Police;

v) If necessary, commission an independent expert investigation;

vi) 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;

vii) Seek legal advice; or

viii) Inform the Manager, National Operations, Ministry of Education local office and/or the school’s auditors.

e) 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.

f) If a case is considered to exist the Principal or a person designated by them shall, unless another course of action is more appropriate:

i) 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.

ii) Meet with the person who is the subject of the allegation of theft or fraud and their representatives to explain the complaint against them.

iii) 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).

iv) Advise the person in writing of the processes to be involved from this point on.

3) 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.

4) The Board affirms that any allegation of theft or fraud must be subject to due process, equity and fairness. Should a case be deemed to be answerable then the due process of the law shall apply to the person or persons implicated.

5) 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.

Allegations Concerning the Principal or a Trustee

6) Any allegation concerning the Principal should be made to the Board Chairperson. The Chairperson will then investigate in accordance with the requirements of paragraph 4 of this Policy.

7) 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 4 of this Policy.


Kokopu Schools 

Procedure on Allergy Potential Foods Including Whole Nuts


To provide an environment that is safe for all children, the school has undertaken to manage the wider environment with a goal of eradicating nut contaminants as much as possible.


We recognise that some foods can cause severe allergic reactions in some people and it could endanger the lives of those with allergies.

Whilst it is primarily the responsibility of parents that the child is taught to care for themselves, the school also has a role to implement the care plan and reinforce appropriate avoidance and management strategies to minimise risk.


- Families/Whanau are expected to advise staff of any known food allergies as well as any other allergies the child may have.

- The enrolment information contains information about allergy potential foods.

- Simple hygiene measures such as hand washing and bench-top washing will be adhered to.

- There should be no trading and sharing of food, food utensils and food containers.

- It is ideal that children with severe food allergies should only eat lunches and snacks that have been prepared at home.

- Affected children will be monitored at lunch time to ensure they have no contact with nut products.

- Bottles, other drinks and lunch boxes provided by the parents for their children should be clearly labelled with the name of the child for whom they are intended.

- The use of food in crafts, cooking classes and science experiments may need to be restricted depending on the allergies of particular children.

- Food providers (including school camps) should be instructed about measures necessary to prevent cross contamination during the handling, preparation and serving of food. Examples would include the careful cleaning of food preparation areas after use and cleaning of utensils when preparing any foods.

- Education in the care of children at risk of food anaphylaxis shall be undertaken by staff members.

- Education in the administration of medicine shall be undertaken by staff members.

- Age appropriate education for students will be delivered periodically.

- For the purposes of the policy the word ‘nuts’ includes ground nuts, tree nuts and peanuts