Principal report may2015 website

PRINREPMAY2015Website/BOT 2/06/2015 1
PRINCIPALS’ REPORT TO THE BOARD OF TRUSTEES
WEDNESDAY 27th MAY 2015
NAG 6: ADMINISTRATION
Roll Statistics Report:
2015 2014 2013 2012 2011
Roll as at 17/3/15: 615 591 550 554 561
New Enrolments since last report: 25 32 26 25 17
Less transfers to other schools/overseas: 12 14 11 20 13
Total Roll as at 18/05/15 628 609 565 559 565
The following table details Enrolments by Year Level from January until 18 May
for 2014, 2013, 2012, and 2011. The table gives some indication of transiency over
this time.
New Enrolments:
Up to 18/5/13 2015 2014 2013 2012 2011
New Entrant 5 yr olds 57 55 44 52 35
Y1 (not NE) 6 6 9 2 2
Y2 11 11 11 11 6
Y3 10 10 8 11 7
Y4 7 7 7 10 14
Y5 3 10 7 7 8
Y6 4 9 8 8 6
Totals: 98 108 94 101 78
Enrolment Patterns by Month:
2015 2014 2013 2012 2011 2010
February 60 73 64 70 50 42
March 17 10 7 12 19 16
April 13 6 8 10 1 16
May (19th
) 8 21 15 9 8 2
98 108 94 101 78 76
Roll at 18 May: 628 609 565 559 565 607

NAG 1: CLASSROOM AND SCHOOL CURRICULUM REPORT
New Virtue: The virtue of excellence was introduced at the start of term to children
and promoted in Newsletters, Cross Connections and Pipps reports. A copy of the
“Excellence” virtue sheet is included in the appendices. A worksheet is also made
available to class teachers. This virtue aims to complement the term’s Past and
Present Concept.
World Vision: Over a number of years we have supported the World Vision appeal
with many Hill students taking part after promotion at assemblies etc. The co-
ordinator this year is Dianna Cotter. A worthwhile opportunity for students to be
aware of global and social issues and a good link to aspects of our Virtues
programme, and our Vision Statement.
Hill Ambassadors: Our Ambassador student
team has been introduced at a school assembly,
are featured on a large display outside Mr
Laurence’s office, and have a number of
leadership roles throughout the year.
There is also a focus on the role that
Ambassadors can have in supporting children
who might feel lonely in the playground.
Ambassadors have a role in leading school
assemblies. A highlight for these students will be the Young Leaders day on 21
May at the Telstra Centre. Thanks to Malcolm Laurence for taking responsibility
for the Ambassadors group.
ICT Clubs: This lunchtime club idea was established several years ago by ICT
Team leader Heather Murray. In 2015, there are 2 groups: a Year 4 group led by
Mrs Murray and a Year 5-6 group led by Mr de Kock. These children are trained to
become our class, syndicate and school assembly “experts” in using a range of ICT
equipment, setting up and operating sound equipment etc.
Speeches: The Franklin Speech Championship is a traditional event, which Hill has
entered over many years with some excellent results. More recently, the structure
and relevance of the contest has been questioned and some changes introduced to
reflect these concerns and to fit within our crowded curriculum. Malcolm Laurence
has been involved in selecting speech makers from senior classes, and working with
them as a gifted and talented group as well as some senior classes also offering
speech preparation time for children to go forward to our school speech
competition, with the winner going on to represent the school at the Franklin
championships being held on Monday 25 May at the Family Christian Centre. The
school finals saw some excellent speeches presented with Luke Mitchell being
chosen to represent us with a speech on global warming.

ANZAC Day Remembrance: For the first
time, we had a school remembrance service at
school. The MOE had provided schools with
named crosses and a small resource kit which
we also used. For many of our students this
would have been the first time they would
have experienced such an event and I was
most impressed with those students who
participated and led and the respect and
interest of all our children. With our inquiry
concept of Past and Present, this was also an
excellent link which teachers were able to use. A copy of the programme prepared
and organised by Mrs Bates and a brief
outline I gave is included in the
appendices.
Lunch with the Principal: This initiative was held at the end of term to celebrate
student academic achievement, progress and excellent attitudes to learning. Twenty
five students were invited – one from each class - with the lunch being prepared and
served by Mrs Smart and her Health Promoting student team. A special guest was
Grant Perret to thank him for all the work done on the new adventure playground.
These children were also celebrated at a whole school assembly and were present
with a certificate.

Te Huarahi Cultural Festival: both our kapa haka and rugby touch teams
represented the school extremely well at the Franklin Cultural Festival.
One of our rugby teams gained overall 2nd
place in an exciting final in the rain with
Valley, and the other team won their pool section.
Our kapa haka group had their first performance for this year and looked great in
their PTA funded outfits. We were very proud of our tamariki as they showed pride,
passion, discipline and enthusiasm in their performance.
The support from whanau for our kapa haka and sports teams was also pleasing.
Padder Tennis Champs: At Hill, a series of inter
class competitions are held to choose the doubles
pairs to represent us at Franklin champs. At the
Franklin Championships Kitana Walker and
Taylah Rose Walker-De Thierry won the girls
event and Shaun McNaughten and Joel Mowbray
won the boys final! Not only that but Maia
Johnson and Mackenzie Armitage and Cody
Whiteman and Jihad Sarker also took out third
place. Impressive results!
Awesome Orienteers: At the Franklin
orienteering champs our Year 6 Girls won 1st
place and our Year 6 boys teams took out 2nd
and
5th
places.
Thanks to our sports leaders Mrs Shaw and Mr
de Kock for their support and organisation of our
teams.
Mini Wheels: Miniwheels is popular tradition at
Hill and provides lunch time fun for our junior,
middle and senior school children who bring their
roller skates, skateboards and bikes to school
during Mini Wheels week..
These days are
organised by
our Health
Promoting and
TravelWise
student teams
who do a great
job promoting
ways to keep active and healthy. Thanks to our
enthusiastic student teams and to leader Mrs
Smart.

Hockey Coaching: This coaching programme across the school has continued this
year with Counties Manukau coaches with the support of Rick de Kock. The skills
development is useful in developing gross motor skills, fitness, and also has the aim
of encouraging students to join one of the local hockey clubs.
Pukekohe Youth Advisory Event: Recently, Room 14 took part in a sports and
motivational day at the Rec Centre organised by Year 12 Wesley College student
Jack Neal-Pratt. The day was supported and funded by a variety of group and local
businesses. Our students enjoyed swimming, basketball and rugby touch training as
well as having lunch and bus transport provided.
Project Energise: Megan from Project Energise is now the new facilitator
continuing the 3 year contract we have, both in providing healthy nutrition advice
and taking classes for activity based lessons. On 29 April she ran a workshop after
school around fitness and small game activities. This term the focus is with Year 2
students and in Term 3 there will be programmes for Middle and Senior classes
with a focus on healthy food choices, Nude Food Challenge and a “Have a Go Day
for the whole school.
Swimming Evaluation: Data has been provided by Sarah Mortimer on behalf of
our Counties Manukau Sport Swim for Life coaches after the end of the swimming
programme for Year 56 classes. This included data that 59% of students were able
to meet the criteria for 200m. This term Year 3-4 classes have just completed 10
lessons at the Rec Centre, and it’s planned that Year 2 classes will also have
lessons, although our original arrangements have been delayed as the Rec Centre
now has a new contractor and a number of staff have left.
Enviro Strategic and Action Planning: Pip Williams and Wendy Bates are active
with our EFS student teams and meet several times weekly. The children are
involved in activities such as our vegetable gardens, fruit trees, worm farms. Late
last term, a group travelled to the Botanic Gardens to join a workshop day called
Eye on Nature attended by about 500 students from across Auckland.
Circle of Friends Initiative: This initiative has come from a very experienced
speech language therapist and involves a small group of class members looking to
support and encourage a fellow student who has aspects of learning and social
needs. We may look to replicate this approach in several other classrooms.
ESOL Students: The data below indicates the ethnicity of the 43 (35 at this time in
2014) students at Hill who meet the criteria for non English Speaking background
funding by the MOE. Of these 35, 16 were born overseas and 19 were qualifying
NZ born students.
South African: 4 Kiribati: 1 Fijian Indian: 3 Indian: 14
Tongan: 15 Japanese: 1 Chinese: 1 Filipino:3
Russian: 1

The first languages spoken by these children are Afrikaans, Russian, Hindi,
Punjabi, Bengali, Gujarati, Tagalog, Tongan, Samoan and Cantonese
We do have considerably more children from some of these backgrounds, but they
do not meet the criteria for any additional funding. (See also ESOL item in Nag 4)
Past and Present Linked Visits:
Glenbrook, Howick Historical Museum and Motat.
As part of their immersion experiences for the Past and Present learning inquiry
concept, Junior classes visited the Glenbrook Railway and museum Year 3-4
classes have travelled to the Howick Historical Village and Seniors to Motat. For
some children these are experiences they are unlikely to experience within their
own families and all add value to the Concept inquiry and its curriculum links.
Curriculum Concept Map: Past and Present
Over Term 1, there was planning to refine and complete a Curriculum Map for this
term’s concept of “Past and Present”. Some of the key ideas of enduring
understandings and inquiry questions were included in a Newsletter for the school
community.
Classroom Highlights: This month’s written reports come from Helen Zhou who
teaches Room 9, and Matt Craig who has a Year 4 class in Room 25.
Room 9 Classroom Highlights – Term Two 2015
Room 9 is a wonderful Year 1 class of 19 children. In Term One, we have been busy
working on our Concept of Community, with a focus on building up a learner-focused
relationship in our learning zone.
Our classroom is a learning zone and we call it Our Learning Beehive since we call
ourselves learner bees. Our learning logo is “We Are Buzzing to Learn!” Every morning,
we call out our learning logo to remind ourselves that only learning behaviours will be
accepted in our learning zone, and only learning sounds are expected to be heard in our
learning beehive. Every day, we are busy collecting nectar and pollen (i.e. things that we
are learning), and we work hard to turn it into honey (i.e. skills and knowledge that are
learnt) and store it in our beehive (i.e. our brain). Our queen bee (i.e. our teacher), Mrs.
Zhou, is very proud of us since we are hard-working learner bees, and we have made lots
of honey in our beehive over Term One!

Now, when we learn something new, we always start off by sharing our learning intention
(the learning torch that guides our way through the dark tunnel) and discussing why we
need to learn about this (the big why). Then we will co-construct success criteria (the key
to success) together, and then follow the success criteria to achieve the learning intention.
Since the start of Term 2, our routines and programmes have been running smoothly and
we have had a very busy start to Term 2 as we are immersing ourselves in our Concept of
Past and Present.
To help us understand the concept of Past and Present, our teacher started off by showing
us an olden day candle and a modern lamp on our first day back to school, which aroused
our great curiosity of what the olden day life was like. The next day, our teacher showed
us some videos which explains how a steam train works. With this prior knowledge in our
head, we went on a super cool trip to the Glenbrook Steam Train. We could see lots of
olden day items at the train station and on the steam train, and we had an amazing ride on
the steam train. A train staff member showed us how to burn the coal to make a fire which
boils up the water to make steam. It was like an incredible trip back to the past!

In the next following weeks, our teacher showed us some olden day pictures, and helped
us understand more about the olden day life through reading a few books, such as “When
Grandpa Was Young”, “When Grandma Was Young”, “What Was Life Like Before
Television?”,“What Was Life Like Before Cars?”. We asked lots of questions to compare
the olden day life and our life. Then our teacher encouraged us to go home and ask our
grandparents what was life like in their childhood. We have also been practising our
stitchery skills by stitching the initials of our name onto a piece of coloured hessian using
plastic needles and wool.
There are still lots of exciting and interesting things to do later in this term. We will be
reading more books and stories about what things were like in the past and looking at lots
of old technological items and old pictures which show us what life was like in the olden
days; we will be making our own butter by putting cream and marbles in the same jar and
shaking it really hard; we will be listening to different styles of music and learning to
identify the contexts such as music in birthday parties, wedding music, circus music,
marching music and music in World War II.
Apart from learning about our concept of Past and Present, Room 9 has also made great
progress in Reading, Story Writing, Handwriting and Maths. We take real pride in writing
and enjoy sharing our own stories with our peers and families! We love learning Te Reo

Maori, and we also love sketching, drawing and painting.We are proud of our artworks.
The learning fun never stops at Hill School!
Classroom Highlights Room 25
Term 2, 2015
Room 25 is a Y4 class of 27 students, comprising 10 girls and 17 boys from a wide
range of backgrounds. The students have enjoyed improving and extending their
knowledge and understanding in all the curriculum areas so far this year.
Room 25 is known as the ‘Lightning Learners Zone,’ with children encouraged to
maximise their learning time in class. Students this year have been further
developing their learning skills, by making sure they are clear about what is to be
learnt and why (learning intention), as well as being able to identify and work
towards their ‘success criteria’ (what they need to be successful). The students are
developing their self-assessment skills, reflecting on their learning in greater depth,
and making necessary improvements. They are becoming better at talking about
these aspects of their learning, both with their peers and teacher.

Learning in Room 25 is focused on group based teaching in the key curriculum
areas of Numeracy and Literacy, where individual needs can be met. Children of
similar ability levels work with the teacher and each other, to improve their
knowledge and understanding. Questioning, discussion and practical activities using
a range of different materials and resources, form the basis of these daily group
work sessions. Related learning activities require the children to develop their
independent work and study skills when away from the teacher.
A term 1 highlight for the class was our trip to Clarks Beach, in support of our
Concept study, ‘Community’. The children had the opportunity to explore the
diversity within a beach ‘community’. They enjoyed observing, describing and
sharing their experiences, both during and after exploring the rock pools at the
beach.
The term 2 focus has been on the ‘Past and Present’. The
100th
anniversary of Anzac Day was a great way to
introduce the topic at the start of the term. The children
were able to inquire into the importance of the occasion,
and enjoyed learning about the many related historical
events connected with Anzac Day. A trip to the local War
Memorial, as well as a special Anzac service at school,
helped to consolidate their understanding of the
importance of the occasion. The children will also be
visiting the Howick Historical Village this term. This will

provide students with the opportunity to see first-hand how life was lived in the
past, and will be a valuable experience to compliment the learning done in the
classroom.
Room 25 students have been making great progress with their learning this year,
and I am looking forward to building on their successes as the year progresses.
Matt Craig (R.25 Class Teacher)
NAG 3: PERSONNEL
Staff PD Schedule Term 2: A copy of the Staff and Team professional learning
schedule for this term is included in the appendices for your interest. A key focus
continues to be on the Assessment for Learning (Afol) contract we have with
Evaluation Associates through facilitator Barbara Anne.
Novopay: Although day to day operations have improved in the last 6 months,
there are a number of underlying concerns regarding Novopay systems, especially
in regard to critical errors and “missing” data around staff leave entitlements, sick
leave balances, and superannuation payments. An example of the confusion around
superannuation is that last year, those paying into the Government Superannuation
Scheme did not receive the annual update statement outlining their future predicted
payments as the administrator could not rely on the data that Novopay is required to
provide.
Teacher Registration: There is a requirement for Boards to ensure that only
registered teachers are employed. This does not apply to Charter Schools
Part of the Personnel Database I keep has each teacher’s registration details, expiry
date, Teachers’ Council registration number etc.
NZTC send reminder letters/forms to staff and I also notify staff and periodically
check against the NZTC website database. The Relievers list that we use also has
details on TC registration and is monitored to ensure that relievers have current
registration.
Staff are expected to pay their own registration fees and renewal is every 3 years.
There are substantial changes taking place with this organisation, including the
name change to Educanz, that give the Minister of Education much more control

and influence, while teachers are expected to face significant increases in their
registration costs. Educanz will also have a new role to monitor school’s appraisal
processes and it seems this will be done through an annual audit of 10% of teachers
with ERO being tasked to actually carry this out as part of their school reviews.
ICT Systems PD: The significant systems changes over the last few months has
also seen related PD Training from several providers. In addition, the support of our
own staff helping colleagues is strong and the after school sessions initiated by Rick
de Kock are also very useful.
ESOL Cluster Group: Our SENCO Anne Boulton initiated an ESOL cluster group
with MOE support and some funding for Pukekohe schools, and this group is
continuing in 2015.
This is a useful initiative for special needs coordinators to share organisation and
common interests.
Hill School is highly regarded by MOE special education managers and personnel
for its organisation, systems, and inclusive approach towards families and students.
NAG 4: FINANCE AND PROPERTY
Operational Funding: We have been advised of an updated Operational Grant
allocation, which follows the March 1 Roll Returns. This adjustment includes a
small increase based on our decile moving from 6 to 5 and a small decrease based
on a roll audit, with the overall difference being a small increase of $3290
As our funding is roll based at 685, some of our Operational Funding may be “taken
back” in the last quarterly Op Grant instalment.
ESOL Resourcing Funding: Funding of English for Speakers of Other Languages
(ESOL) has now been received for our Term 1 and 2 NESB – Non English
Speaking Background, students.
A total of $14275 was received for 43 eligible students (compared to $9968/35 in
2014, $7209/27 in 2013, $8188/28 in 2012 and $12 000/37 students in 2010)
We were funded for 14 students from a migrant background, and 29 students who
were NZ born, and we had no eligible refugee students.
Funding is not available for Year 0 and 1 children, and is only available to students
for their first 4 years of schooling in NZ.
Funding for overseas born students equates to $346 and NZ born to $325, and
average of $331 over two term or approximately $1660 per student per week while
school is open. The funding received is nearly all used to provide Teacher Aide
support.

Invitation re major Projects: As agreed at the last Board meeting, I have invited
staff to suggest project ideas that the Board could consider using uncommitted
funding. A wide range of ideas – some relatively small and others of significant
expenditure – were suggested.
I have then arranged these into 3 sections of estimated value; Up to $5000, $15000
and over $15000. A copy of the current shared document is included in the
appendices.
I recommend discussion on how these project ideas could be prioritised, with the
suggestion that a small group of Trustees/Staff lead this stage and report back to the
Board.
My suggestion would also be that although only one major project is probably
financially sustainable, there is an opportunity to consider several other
small/medium projects that could be achieved.
New
Playground
Opened: The
new senior
playground
was opened at
the end of
March and is
being well
used, both in school time and at weekends by
the community. In addition, the new seating along the new section of the
playground and the older section that was incorporated into wall repairs is also
proving popular with parents and students and the design also retains the
cushionfall material much better than our previous retaining wall. Some additional
cost is likely to provide safety matting under the Lunar Climb and Spinner – which
is so popular we have student “security guards” to supervise its use. This will be an
item for review by the Health and Safety Committee. Thanks to Nigel De Maine
who gave the blessing at our opening ceremony which also saw a positive article in
the County News, and attendance by sponsors Fuji Xerox.
More recently, the playground has also been the venue for a film segment of The
Moe Show – a TV4 children’s programme. Seven of our students were involved
and we look forward to seeing the show later this term.
Following Board email approval, Neale Dearlove repaired part of the existing old
playground walls and included additional seating along the field side wall that looks
both attractive and functional.
Property Modification Project: This project is MOE funded and organised with
work designed to improve accessibility for a particular Hill student with physical
disabilities as well as benefitting other students and community members. The
MOE has appointed David Bowes to manage the project. Another slow moving

process that is likely to have some influence on our 5YA work, with David under
similar constraints as the 5YA process. (See item below)
Property Five Year Agreement Consultant Appointment: This lengthy process
is adding to a sense of frustration we have following the 12 months it took for the
MOE to approve the 5YA and now the direction given on how the Board should
appoint a consultant to actually implement the plan on our behalf. We had indicated
our preference for a sole procurement arrangement but this has had to extend to at
least obtaining 3 quotations. Greg has emailed all Board members about this
process and may be able to give an update at our meeting,
Leaky Buildings: Remedial work on Rooms 20-24 is now almost complete. The
first stage of repairing Rooms 20-22 finished ahead of schedule, but the work on
Rooms 23-24 has taken longer than expected as additional timber repairs were
found necessary. This stage has included roof removal and replacement with new
roofing. The cost of the wrap around scaffolding and wrap has had a significant
cost and will also delay completion by about a week. Completion is planned for 12
June, but if delayed. we can manage this with the 2 classes moving back over the
last day or so of term (2-3 July) ready for Term 3 occupancy.
NAG 5: HEALTH AND SAFETY
Electrical Testing: Our policy allows for electrical testing of the whole school on a
3 yearly basis – electrical leads, audio visual, computer, cleaning and caretaking
equipment etc. This will next be in 2016.
We also have an annual “heavy duty” cleaners and caretakers’s equipment test
schedule as these items are subject to far more twisting and flexing etc. This testing
has been booked in for later this term.
First Aid Certificates: This month, a number of teaching and support staff have
been on the 1 day St John Workplace refresher first aid course which has to be
renewed every 2 years. Currently we have 11 staff who have this qualification.
Earthquake Drill: The next emergency evacuation/drill is planned for 29 May and
will take the form of an earthquake scenario followed by a general evacuation.
Seasons Programme: We have now hosted this programme on grief, separation
and loss for several years and have had positive feedback. Currently the Seasons
“Companions” are working with a group of senior students.
Chaplain and Counselling Service: Our Chaplain Tarni Witter meets with
students weekly and is proactive in communicating with class teachers and senior
managers as part of supporting and encouraging these children.
An initiative starting this month is a partnership with MIT’s Bachelor of Applied
Social Science Counselling programme. We have welcomed counselling student

Yvonne Wong See who will be supporting and working with students as part of her
degree practicum requirements.
Pipps Analysis: Each term, I prepare a simple analysis of entries into the
Consequences Books used by duty teachers as part of Pupils in Positive
Playgrounds. Children entered in the Consequence Book then have to see Mr Rix,
normally for three lunchtimes in the following week. On these days, children copy
a letter which details the reason for their entry and this is posted with a covering
letter to parents. On subsequent days, children usually copy out the Pipps rules,
discuss what they did and what they could have done to avoid entry, as well as
undertake community service around the school.
Overall, the Pipps programme, complemented by the emphasis on our school
virtues, is an effective strategy in promoting the school as a safe place for students
and staff. The most positive feature from Term 1 was that 16 classes had a 100%
Consequence free record over the whole term compared to just 8 in 2014, as did
over 600 students compared to 577 last year.
At Hill, we can have some confidence that anti social behaviour is not common and
that an impressive proportion of our students do consistently model the virtues of
our school community. However, that is not to say that some bullying behaviour
does not occur, or that we are aware of every situation. From time to time we also
become concerned at what appears to be bullying and conflict between siblings and
their parents within the homes of some students. In general, we would see bullying
as a pattern of ongoing verbal, physical or written harassment which might also lead
to victims being excluded from their peer group.
COMMUNITY PARTNERSHIP
Family Conferences: These were held on 30 April and were well attended with
over 75% of families represented. At these conferences, students are invited to
attend, and increasingly many teachers are looking for ways that children can
participate as part of being self directed learners who are able to talk about their
learning, goal setting, and personal achievement.
For the second year, families were able to book on line. The uptake of this was not
as high as we had hoped, and we will consider ways to promote this again next
year. The commitment of staff in preparing for conferences is appreciated as is the
organisational work of Niru Hari in the office and our conference night chef
Malcolm Laurence.
PTA Report: The PTA continues a range of fundraising activities to support out
students, programmes and resources. For example, this year the PTA has donated
$6000 for Chrome books and continues to subsidise the cost of EOTC activities,
mainly through part payment of bus travel.
Whanau Hui: The last Whanau Hui was held on 12 May. This had a focus on
supporting whanau with mathematics and was led by Anne Boulton our community

liaison person at school. It was pleasing to see 7 staff support this opportunity but
only 2 families attend. A copy of the panui prepared by Anne is included in the
appendices
Te Huarahi Targets: Our Strategic Plan includes reference to the targets of Te
Huarahi Strategic Plan. The 5 main target areas and related goals to be achieved by
2015 are noted below.
1. Early Childhood – Every three year old Maori child will access pre-school
education prior to coming to school.
2. Whanau Education – The Te Huarahi group will offer 8 educational
opportunities to the whanau in our area.
3. Celebrating Success – All schools participate in a celebration of culture in
our area. Te Huarahi contribute 8 stories of success per year to media and
marae.
4. Building Authentic Relationships – Schools will make face to face contact
with every Maori family on their roll. All schools will be offered the
opportunity to participate in a Te Tiriti workshop. All schools will offer to
all staff the opportunity to enrol in the Mauri Ora tikanga Maori programme.
5. Raising Achievement – 100% of Maori children will achieve age appropriate
benchmarks and/or personal potential. Other measurable data for Maori
students are comparative to non-Maori e.g. attendance, retention and
discipline etc.
Our half way goals for the Te Huarahi Pathway were set for January 2013. As a
school we had met and in most cases exceeded these goals, but are aware that some
of the goals outlined above for this year – especially 1 and 5, will be most
challenging and the raising achievement goal is significantly higher than that set by
the MOE.
ECE Goals: The goal noted above is for 100% attendance at some form of ECE.
I have been surveying our Te Huarahi schools and overall the results are most
encouraging, although these statistics do not indicate quality or the actual readiness
of individual tamariki for learning at school, or the quality of parental support
received by children.
The data for Hill School is:
Year Number of Maori NE’s enrolled Percentage of NE’s had ECE
2010 20 65%
2011 15 53%
2012 25 88%
2014 32 97%
I have included a report in the appendices that I have prepared for Te Huarahi
around the data I’ve obtained from schools in relation to this goal.
Te Huarahi Hui: The most recent general hui for Te Huarahi was held at Puni
School on 13 May from 3.30pm. Hill School were represented by Anne Boulton,
the Principal and Hill parent and Te Huarahi Trust member Val Mave.

Several invitations to the community were in recent newsletters and in a separate
panui for Maori whanau. This hui included an overview of a Tainui Education plan
that has just been developed. Several pages have been included from the plan in the
appendices as have the minutes of the hui itself.
Community Use of School Facilities: It is good that as a community school we are
also able to welcome and host a range of community groups. This year the school
has made its grounds and buildings available for groups as diverse as:
Kids after School (KAS), French language lessons, guitar, keyboard and drum
tutors, Indian cultural/religious group, Seasons programme, boot camp group,
Pukekohe Metro cricket club, Pukekohe Hill netball club. We also make rooms
available for CYFS staff and legal advocates appointed by the courts to interview
children, and MOE Special Ed staff also work in school with students.
In addition, many families use the grounds as part of their family recreation.

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