Appendix A.pdf

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under
the Official
Information
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The Evidence for this Scoping
Please see previously supplied LSM Letter1 to the Principal and Board requesting a
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comprehensive list of school related documentation and data.
The Board and (previous) Principal and all teaching and support staff have been interviewed
directly in regards their views and experiences in regards current issues at the school.
Some parents, community members and teachers who have recently left the school have
also come into the school to express their views and experiences about the school.
Some contributing primary school Principals and the secondary school Principal have been
spoken with in regards their concerns around issues at the Intermediate.
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A NZSTA Advisor have been involved in supporting the Board and has provided some
insight into the various issues.
Previous Education Review Office (ERO) Reports on Hawera Intermediate.
Additional school documentation on engagement, achievement and well-being.
the
The local regional newspaper The Taranaki Daily News has carried reports on the school
that have been overly repetitive of past reported alleged issues.
Official

Identified Strengths
The school office administration function is efficient and well organised.
Institutional knowledge of some staff, who have been at the school for a number of years.
Information

Issues Analysis

Continuing post-fire uncertainty around the future of the school.
Past indications of concerns around disparity of student achievement and well-being.
Disrupted senior management leadership due to periods of Sick Leave in 2018 and 2019.
Changing Board membership and need for development of the governance function.
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School Charter & Strategic Plan are in need of review and wider school community input.
Clear delegations of both the Board and the Principal in their respective roles required.
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Lack of consultation around changes with staff, students, parents or community.
Change management rationale and process not well managed or communicated.
Strained professional relationships within the senior management team and with Board.
Significant curriculum and systems changes over a short time period have been disruptive.
2

Strained professional relationships between the Principal and teaching & support staff.
Significant teaching & support staff turnover within a relatively short timeframe during 2019.
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Unreliable student achievement data tracking and variable quality of assessment data.
Some difficult behaviour management incidents have been disruptive on school tone.
A decline in the student roll number across Terms 3 and 4, 2019.
Curriculum review and development as well as improved pedagogical practice required.

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Issues Not Apparent at Outset of Intervention
A challenging teaching staff recruitment environment.
The extent of the curriculum delivery and systems changes across the school initiated in
the
2019 without appropriate consultation and rationale.
Staff capability, capacity and morale during this time of disruption.
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Board capacity to make fully informed decisions has been limited.
Unbudgeted spending, some wasted spending.
A Principal Performance Agreement and Appraisal process needs to be initiated.
Teacher appraisals have not been undertaken.
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Board Policies in need of review and updating.
Management Procedures in need of review and updating.
Human Resource management practice and procedures need attention.
Repetitive negative media reporting affecting community engagement with the school and
having a adverse affect upon students well-being.
School not adequately prepared or positioned for an external ERO audit review process.
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Contributing primary schools and main secondary destination school concerns re transitions.

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Overall Assessment of Risk Level
High.
Any Further Comments
None.
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Document Two
Statutory Intervention (Limited Statutory Manager )
Monthly Report
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Name of Limited Statutory Manager: Kevin Palmer
Date Report Completed:  June 30, 2020
Statutory Intervention: Limited Statutory Manager appointed
under 78M of the Education Act 1989
Board of Trustees:  Hawera Intermediate Board of Trustees (the
Board)
Period this report covers: July 1st – August 31st , 2020
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Note to Statutory Providers: All information produced in this document (and any other
document relating to this intervention including emails) may be accessible by the public
under the Official Information Act 1982. Personal information about individual employees at
the kura/school may also be accessible under the Privacy Act 1993. You may seek advice
from NZSTA’s Advisory and Support Centre
the  1 and/or look at the Ombudsmen Guidelines2 to
understand what can be withheld.  Official
Information
Act 1982
1 NZSTA Advisory and Support Centre: for governance advice contact 0800 782 435 (option 1) and for employment
advice contact 0800 782 435 (option 2).
2 Ombudsmen Guidelines: http://www.ombudsman.parliament.nz/resources-and-publications/guides .

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Please note that due to the situation around the Covid‐19 pandemic and the government imposed Alert
Level 3/4/3 (soon 2) restrictions across all aspects of NZ society including the Education Sector, many
changes have had to occur to the resourcing and delivery of schooling and this statutory intervention.
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These fast‐paced and frequent changes have resulted in the school doing the best in the circumstances
imposed, but there have inevitably between significant disparity and barriers to the delivery of the
curriculum, and to the engagement, learning and progress of students over this time. This this LSM update
the
report covers the March‐April, 2020 period.
We have now moved into a period of preparing for and implementing post‐Covid 19 Level 2 and then Level
Official
1 protocols. This will see the school returning to the ‘new normal’ onsite operationally.
Most of the country (Auckland at Level 3 and then Level 2.5) are now operating at Level 2 restrictions
which means schools can operate as usual as long as they are following the recommended Covid‐19 related
health and safety guidelines.
Information

Progress made towards achieving added Intervention Outcomes:
In addition to the main Intervention Objectives contained within the table below, the Board will also ensure that:
1. The Board will engage in a community consultation process in partnership with the Ministry of Education and Hawera High School, and
in collaboration with other stakeholders, in regards the future schooling infrastructure options for the Hawera and contributing areas:
An external, independent community consultation facilitator has been contracted by the MoE to undertake the community consultation
processes across Term 1, 2020 and provide the community feedback in Term 2, 2020.
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Progress: Initial community consultation planning meeting has been held. Consultation set to occur across Term 1, 2020.
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Progress: LSM has started documentation file for re-scheduled ERO review visit in Term 2, 2020. Acting-principal also working
on this. ERO Board Assurance Checklist document to be distributed to Board members for reading prior to start of Term 1,
2020.

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The Board was sent the ERO Assurance Check-list but had made little progress on any assessment or input into this. The
Board have been re-sent the doc and a Board discussion is scheduled on this in the March Board meeting.

The Board have collectively gone through sections of the Board Assurance check-list and are more familiar with legal and
compliance requirements. The acting-Principal will sign off and submit on the Board’s behalf. The ERO review visit that had
been due has been postponed until a later date in the year yet to be determined.
the

The ERO review visits in schools are currently on hold post-Covid. The schools ERO visit is now unlikely until Term 4, 2020.
The LSM, Principal and Board have worked through the Board Assurance Statement (BAS) and Compliance Checklist so that
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is ready to submit to ERO when the review dates are notified.

The school should be well placed to undertake an ERO review (new) process sometime in Term 1, 2021.

OTHER

Information
During the Covid-19 pandemic the acting-Principal did an incredibly proficient job of continuing the progress of the school during an
unprecedented time of restrictions and disruption to students learning through the build-up to, during and after the extended lockdown
period. School organisation was very good, teacher planning and PD was sound and monitored, the distance learning programmes put
into place for students were regular, of good quality and well tracked, and the students had the best chance to engage and continue
their learning as best as possible given the circumstances. This is well evidenced through the comprehensive spreadsheet recording
student engagement and teacher planning and work over this time and backed up by post-Covid-19 reflections and survey data.

With the appointment of an experienced permanent Principal the school should be well placed for this statutory intervention to end.
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Statement of effective governance: The Board will have a shared understanding of individual roles and responsibilities and distribution
of tasks
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Summary of progress made towards achieving
Current objectives
Status
objectives – linking to planned approach outlined in
(Include current set of objectives from
Outcomes Plan and including any changes to timeline.  (Indicate whether now complete or if still in
the Outcomes Plan)
progress)
Board understands their governance
LSM has attended three Board meetings.
Ongoing
the
role distinct from management and
plan and arrange training for their
Board has reasonable and developing understanding of
In progress
development.
their governance role(s).

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Board has effective leadership in
Contracted acting‐principal is an experienced recently
Completed Term 4, 2019 & Term 1, 2020.
place.
retired principal
Yes. Acting‐principal has been re‐contracted
across Term 2, 2020. There is a risk for term 3,
2020 that the LSM is working on.
The current acting‐Principal has been re‐
Information
contracted for Term 3.
Permanent Principal appointed.
Board members take on areas of
One Board member has the Finance role. Board
Board roles will be discussed early in Term 1,
responsibilities/portfolio as
portfolio’s/roles needs further consideration.
2020.
appropriate.

Most Board members do have specific areas of
All Board members upskill around
responsibility allocated.
school finance and strategic
Not yet achieved.
planning.
Incomplete Act
Results of this are pending.
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Board Chair and one other Board member are part of the
New MoE consultation process is being
collaborative group undertaking the community
undertaken instead.
consultation for Hawera future schooling options
Consultation has been completed. Report is still
under
pending from the MoE.
Kimi Te Wiki – re‐elected as Board Chair‐
unopposed
Dave Surgenor – Property Portfolio
the
Elise S – Policies Framework checking.
The Board has recently undertaken some online
Official
and face to face governance training around
school finance and resourcing. The next session is
strategic resourcing linked to Charter/Strat Plan
and Annual Goals.
Board training has been taking place.
Review the programme of internal
School‐Docs being implemented. In‐house school
In progress
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evaluation of the school’s policies to
documentation is being aligned.
strengthen practice in all aspects of
School Docs now personalised and signed off
governance and management.
School docs Review Cycle and the use of this is to
be shared at the March Board Meeting
Yet to be shared with staff
Active on‐line site
See above comments
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The Annual and 3‐Year Review Schedules are in
place and being used.  1982

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The Board has a compliant Policy framework
Review the Charter and annual
Acting‐principal is utilising the current and previous
Completed and submitted to MoE
reporting ensuring that these
Charters and will use these as a basis for the draft 2020‐
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documents include strategic aims
No change. Term 4, 2020 there will be a review
2023 Charter/Strategic Plan template for the Board to
and specific targets for identified
when permanent principal appointment
consider at the start of 2020.
priority learner groups.
(hopefully) is made.
The Charter Review will take place in Term 4
when new principal has been appointed and
the
there is clarity around future schooling options
following the community consultation process.
Planning of 2021‐2023 Charter/Start Plan is in
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place to occur in Term 4.

Statement of effective governance: The Board will review and reflect on Board performance and effectiveness in terms of the school
vision, values, strategic direction, goals and priorities, and seek relevant advice and support where required.
Summary of progress made towards achieving
Information
Current objectives
Status
objectives – linking to planned approach outlined in
(Include current set of objectives from
Outcomes Plan and including any changes to timeline.  (Indicate whether now complete or if still in
the Outcomes Plan)
progress)
Review the programme of internal
To be done in conjunction with the development  of a
In progress
evaluation of the school’s policies to
2020 Board Work Review Plan
strengthen practice in all aspects of
Self‐Review process in place ‐  in line with School
governance and management.
Docs Review schedule. Not yet actioned sse
above comment re  March BOT mtg onwards
Ensure that a Board Work Review
Schedule is in place
Clarification around further Board Roles required
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Has been discussed. Yet to be completely
allocated but progress is happening.
Done. Completed.
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Review the Charter/Strategic Plan
Draft Charter/Strategic Plan will be in place for 2020.
In progress
and annual end-of-year reporting
the
ensuring that these documents
2019 targets were unclear and not well communicated to
Little progress – see update below:
include strategic aims and specific
teaching staff. Student achievement data is concerning.
Completed
targets for identified priority learner
2020 – 2023 Charter/Strategic Plan will have appropriate
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groups.
2019 targets were unclear.
targets based upon the 2019 data.
Baseline data compiled through analysis of End
of Year PAT testing in Reading Comprehension,
Vocabulary and Maths. (standardised testing)
Start and end of 2019 year Overall teacher
Information
Judgement Data analysed.
Results very poor, extremely low achievement, A
number of students have regressed over the year
or made no progress.
Student achievement seriously at risk.
Teachers have scrutinised and are aware of the
data at January Teacher Only Day 2020.
Mathematic Year 8 Target group set ‐ school
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target
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All teachers have priority students targeted
across the school
Progress tracking of priority (or any) students will
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not be possible until a time after resuming
normal school following the Covid‐19 lockdown
distance learning time period.
Attendance (teacher in contact response gained)
during lockdown has been tracked at:
the
Week 1 – 80%; Week 2 – 89%; Week 3 – 86%;
Week 4 – 83%.
Official
The acting‐Principal maintained a comprehensive
spreadsheet indicating student engagement,
teacher class planning and professional PD over
the Covid‐19 lockdown period.
See above.
Information
Plan and arrange training for the
Not yet arranged
No progress
development of Board of Trustees.
Principal has forwarded training options put out
by NZSTA Workshop – Employer Role ‐ April 2nd
Mini‐conference‐ upcoming
On hold.
This is well underway with pleasing progress
being made by the Board. See above.
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Is happening. Finance and Charter training
completed but not all Board members attended.
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Ensure Board manages and

No complaints have been received by LSM.
responds to concerns and complaints
correctly
As above.
As above.
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No active complaints.
Ensure Board understands the NAGs Board have questions to ask modelled at Board meetings
In progress
and the questions to ask and the
information to expect of the principal
LSM models questions for Board members to ask
the
in Board meetings – April 20 meeting examples
around cohort v Year level results tracking and
difference in Budget and Annual accounts result
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re depreciation.
The Board members are more likely and willing
to ask questions of the Principal on a range of
matters.
Board capacity to understand roles and ask
appropriate questions is developing.
Information

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Statement of effective governance: The Board will ensure the school curriculum is inclusive and responsive to local needs, contexts and
the environment and enables all students to become confident, connected, actively involved, lifelong learners.
under
Summary of progress made towards achieving
Current objectives
Status
objectives – linking to planned approach outlined in
(Include current set of objectives from
Outcomes Plan and including any changes to timeline.  (Indicate whether now complete or if still in
the Outcomes Plan)
progress)
Develop a coherent, localised
Yet to be implemented
No progress but in progress from 2020
the
curriculum that aligns to the NZ
Curriculum
Still in progress ‐ Started review of the NZ
Curriculum, appointed two staff members with
this responsibility, have scheduled Staff meetings
Official
dedicated to this topic. Teachers attending
Teacher Only Day on March 10th around the local
curriculum. Kahui Ako focus is on the localised
Curriculum and a major event is to be showcased
“River Awa@ in July to which the Intermediate is
committed to.
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Principal has clear direction but requires
capability from staff, on‐going work over 2020
year.
We are not yet ready to implement the Digital
Curriculum or local Curriculum ‐ both are works
in progress.
Some progress around curriculum development
in terms of ongoing staff PLD and discussions
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over the Covid‐19 period.
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This is ongoing. Term 3 will involve all students
being involved in noho marae.
Will be a strong focus now that the new Principal
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has been appointed.
Increase the cohesiveness of
Yet to be implemented
Some progress happening with recent
syndicates and curriculum plan under
appointments of staff. Will be a renewed focus
the vision and strategic aims of the
from Term 2 onward.
school.
the

Cohesiveness of syndicates in place: New
Leadership structure implemented with roles and
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responsibilities for leading teams is in place.
Principal conducting appraisal discussions Week
1 in March with all teachers.
Curriculum plan work not yet started
Some progress with new experienced staff
Information
coming on‐board.
Growth mind‐set orientated teachers and Senior
management appraisals have been undertaken in
late March/into and across April.
There is much more cohesion across the teaching
staff. The middle‐management level of the
school has been strengthened through two key
new teacher appointments.
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Some changes are pending in regards middle and
senior management staffing by the year’s end
which presents opportunities moving forward.
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Ensure that teachers increase their
Some assessment of teacher capability has been made.
In progress
capability and confidence in making
Mixed results.
accurate overall teacher judgements
This is a huge area of work
of student achievement
Mentor teachers in place to support PCT and
assessments.
Overseas teachers.
the
Staff meetings focussing on understanding
student achievement results
Official
A recently appointed recent ex‐Principal is
supporting AP in leading curriculum/ assessment
component of curriculum.
Acting‐Principal considering utilising external
support to assist in this journey ‐ Term 2 onwards
eg: Evaluation Associates, MoE PD
Information
Very conscious not to overload teachers
Step 1‐Basic instruction in how to teach an
instructional/ rotational programme required
Step 2‐ Understanding Curriculum , expected
outcomes at Years end,  and Student baseline
data
Step 3‐ Understanding how to group according to
needs
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Step 4‐ Next Steps for student learning
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Step 5 – Actually teaching!
Step 6‐ Review and monitoring of classroom
programmes and syndicates
under
Step 7‐ Senior leader, whanau leader and teacher
ability to analyse data
Principal reports greater and pleasing
engagement of staff and willingness to
the
implement new systems and processes around
pedagogy and behaviour management.
There is continuing progress but still more work
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to do to build some teacher’s capabilities.
MoE SAF will be working with the school around
the plans for teacher practice and student
achievement improvement.

Information
Statement of effective governance: The Board will effectively manage the performance of the Principal, linking the school's strategic
direction, goals, priorities and targets, appraisal goals, and appropriate professional learning and development opportunities
Summary of progress made towards achieving
Current objectives
Status
objectives – linking to planned approach outlined in
(Include current set of objectives from
Outcomes Plan and including any changes to timeline.  (Indicate whether now complete or if still in
the Outcomes Plan)
progress)
Arrange a Principal Performance
Acting‐principal working on priorities as identified in the
Progress underway
Agreement and appraisal process
Scoping Report and Outcomes Plan rather than using the
that is aligned to the vision and
Acting Principal Inquiry in place utilising ERO
standard Principal Performance Agreement template.
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strategic aims of the school as well
Evaluative Review process
as reflecting the Primary Professional
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Standards & Career-steps as
Topic – “Raising Student Achievement”
outlined in the Primary Principals’
Collective Agreement.
Acting‐principal has a clear principal
performance agreement in place as well as a
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comprehensive ‘leadership inquiry’ focus and
supportive evidence portfolio.
Board Chair will need to take a greater role in
this from Term 4, 2020 onwards.
the
The Board Chair is working with the acting‐
Principal on their appraisal. The acting‐Principal
has a comprehensive Inquiry portfolio and is very
reflective in her practice.
Official
LSM has sign‐off on the Principal’s teacher
registration renewal having completed the new
appraisal requirements.
Information
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Statement of effective governance: The Board will build relational trust and develop culturally responsive relationships with the school
community to ensure active participation in the life of the school and reciprocal communication about the school's activities.
under
Summary of progress made towards achieving
Current objectives
Status
objectives – linking to planned approach outlined in
(Include current set of objectives from
Outcomes Plan and including any changes to timeline.  (Indicate whether now complete or if still in
the Outcomes Plan)
progress)
Manage communication strategies
Negative media reporting has stopped.
Completed
the
within the school and with the
school’s wider community.
Positive relationship with local media has been fostered.
In progress and ongoing.
Communications with the students and families
Official
has been positive and ongoing during the Covid‐
19 distance learning time period.
The Principal ensures very clear communications
within the school and to the parental
community. The school website and FB page are
important portals. Newsletters are well designed
Information
and informative.
LSM has announced principal appointment.
Principal puts out regular quality newsletters.
Consult with the community for the
To be undertaken through the Hawera Future Schooling
Planning in place. Will occur in Term 1, 2020.
school’s updated Charter/Strategic
infrastructure consultation process.
Plan.
Student Focus Group Consultation completed
Staff, BOT, & Community Consultation March 2‐6
Principal Group Consultation – March 12
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The MoE contracted consultation information
will feed into the review of the Charter/Strategic
Plan in late Term 3/early Term 4.
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See comments above in earlier sections.
Charter/Strategic Plan will be updated in Term 4
to lead into 2021.

the
Statement of effective governance: The Board will develop and maintain relationships with professional leaders and/or other staff
based on trust, integrity, openness, clarity about roles and responsibilities, transparency and shared knowledge, in the interests of improving
valued outcomes
Official
Summary of progress made towards achieving
Current objectives
Status
objectives – linking to planned approach outlined in
(Include current set of objectives from
Outcomes Plan and including any changes to timeline.  (Indicate whether now complete or if still in
the Outcomes Plan)
progress)
Ensure the Board of Trustees work
Board are now fully informed of the issues.
In progress
together productively.
Information
Board still need to work on cohesion and trust.
Still in progress. Whilst progress has been made,
the collective Board are still more spectators
Board is positive in regards their governance role.
than strategic contributors.
The Board is much more active and confident. All
Board members have a role and are contributing.

Previous Principal went on Leave and then resigned.
In progress
Manage the relationships between
Acting‐principal is well regarded and trusted.
Staff cohesion and morale much improved –
Board of Trustees and the former
working as a unit, supporting one another
principal, the acting-principal, the
Staff cohesion and morale still low.
Act
new principal and all staff during a
process of one principal’s departure,
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and the acting-principal and a new
Some staff limited in capability and adaption to NZ and
Still in progress but teaching and support staff
permanent principal being recruited.
local teaching conditions and expectations.
have rallied together and ‘bonded’ more
Recruit an acting-Principal so that the
collectively over the lockdown period.
Fixed‐term teachers have finished their contracts.
school has an instructional leader in
under
The staff are much more cohesive and
place.
Replacement teachers difficult to recruit. School likely to
understand professional expectations.
start understaffed on entitlement but should be ok on
Recruit new teachers to replace the
actual roll number as roll has dropped.
In progress
teachers who have left.

Intensive and on‐going advertising

the

Acting Principal is very deliberate as to

recruitment, must suit the needs of the school,

currently understaffed by 4.
Official

Recently appointed a NZ trained ex‐facilitator

from Cognition Education who has facilitated RBL
Contract for our Kahui Ako – she will enable the

DP to move out of her classroom responsibility

and back into her pastoral role across the school.
Information

Now actively looking for two more teachers.
Recruit a new permanent principal in

One resignation received for Term 1 end and
late Jan/early Term 1, 2020 for a
another teacher is required to support teachers
Term 2, 2020 start.
Permanent principal position vacancy advertised. 17
across the school.
enquiries made. 5 applications received. Short‐listing

early January, interviews late January.
A couple of teachers still need further
professional support.

Whilst the school is still slightly under‐staffed but
with a lower roll number this has been managed
Act
fine.
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No formal performance management related or
other employment related issues at this stage.
A couple of teachers have moved on. The
under
principal is ensuring that staffing can be
managed and naturally reduced through fixed‐
term positions ending to allow for reduced
staffing numbers in 2021 due to the fall in roll
late in 2019.
the
LSM did not appoint from the principal
recruitment/appointment phase.
Acting‐principal has now been contracted to do
Official
4‐days per week in Term 2 (3‐days in Term1).
s 9(2)(a)

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s 9(2)(a)

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s 9(2)(a)

s 9(2)(a)
The LSM is
under
currently conducting a recruitment and
appointment process for the permanent principal
position with a Term 4, 2020 start.
Completed.
the Official
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Statement of effective governance: The Board will promote the care of students as culturally located people by nurturing the development
and sustainability of language, culture and identity
under
Summary of progress made towards achieving
Current objectives
Status
objectives – linking to planned approach outlined in
(Include current set of objectives from
Outcomes Plan and including any changes to timeline.  (Indicate whether now complete or if still in
the Outcomes Plan)
progress)
Implement programmes for both staff  Culture Counts PLD initial implementation underway
In progress
the
and students that build cultural
understanding and competency
High Priority is been given in this area as this will
assist in building staff capability
Official
Cognition facilitator, Laurayne Tafa joined the
Teacher Only Day in January and has been in
school assisting “Impact Coaches” working
towards accreditation (4 syndicate leaders and
DP). Observations and feedback have been
carried out throughout the school by a newly
Information
appointed “Within School Coach”
Newly appointed teacher starting in Term 2
brings expertise in this area, she will be given the
second “Within School Coach “ role.
Once this group is accredited we will train the
next tier of teachers.
This is progressing really well
The Culture Counts PD is having a positive effect
Act
on improving teacher practice.
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Ensure school leadership supports
School tone is becoming more settled but the overall
Some limited progress to date
student well-being, belonging and
school culture has been compromised and is in deficit
under
self-belief by fostering and promoting
Massive, massive improvement in this area,
across both students and staff
both individual and group
recognised by MOE PB4L team recently who
connections and identity
audited our processes across the school.
Expectations defined – 75%, compared to 25%
Oct 2019
the
Expectations taught – 100%, compared to 40%
Oct 2019
Official
Rewarding Expected Behaviours – 100%
compared to 50%, 2019
Responding to Behaviour Problems‐ 87.5% same
in Oct,2019
Monitoring & Decision Making‐ 100%‐ 37.5% in
Oct 2019
Information
Management – 100% ‐ compared to 0% in Oct
2019
Overall a 96.4% score! In February 2020
Over the month of February the Acting Principal
has ensured a settled environment by insisting all
staff are on duty over the lunch break and
promotes active supervision during the interval
break – less incidents of a harmful nature are
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noted. Students walk in groups of 4, this assisting
in management of behaviours
Teacher aides start their duties in March thereby
under
reducing some stress of staff.
Additional teacher‐aide staffing approved by LSM
and Board to support teaching staff as school is
operating under teaching staff entitlement.
the
The results of the ERO research survey data
showed Hawera Intermediate was in a strong
position in almost all areas compared nationally.
Official
Progressing positively.
Information
Additional Comments, including any emerging risks
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under
the Official
Information
Act 1982