Annual report2014website

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PRINCIPAL’S ANNUAL REPORT
2014
VISION STATEMENT
Our Vision Statement and its visual representation underpins teaching and learning and our
virtues at Hill and is:
“At Pukekohe Hill School we are a community
of lifelong learners committed to achieving our best
and making a difference”
The visual representation is illustrated to the right and a description
of its components noted below.
Heart symbol: Represents our virtues and partnership with Maori.
Kohekohe leaves: Represents the skills for lifelong learners and the
kohekohe tree which is part of our Pukekohe name.
Hill logo: Part of our identity and represents striving to the top to
do our best.
Sun and its Rays: Represents the many cultures of our students.
Market Gardens: Represents Pukekohe Hill and how we can make a
difference as we move towards the future and recognise the past.
It also reflects our connection as an Enviro and Health promoting school.
Over 2014, the school’s vision statement was promoted along with its visual representation.
Visual representations are included on signage around the school, and in the Learning At
Pukekohe Hill Booklet. In 2014, the visual representation was included in a range of school
documents, several poster type documents are presented for class and community promotion,
family newsletters made regular note of the vision and outlined the meaning of the visual
symbols. Our vision statement is also a powerful affirmation of the importance of professional
development and learning as part of delivering effective teaching and learning, and raising
student achievement.
INTRODUCTION
This Annual Report covers the 2014 school year. It is designed to complement the Financial
Statements, and other school documentation such as monthly board reports, newsletters, self
review reports and the school’s Charter, Strategic Plan and Action Plans, to provide an
overview of 2014 and to indicate future directions for 2015 and beyond.
These reports are presented with reference to the National Administration Guidelines.
NAG 1: CURRICULUM AND STUDENT ACHIEVEMENT
The Board and staff recognise the importance of providing high quality programmes based on
the New Zealand Curriculum framework. Achievement is promoted by providing a balanced
curriculum which implements learning programmes based upon the vision, principles, values,
key competencies and learning areas of the New Zealand Curriculum statement.
Curriculum Delivery and National Standards
The school delivers its curriculum by way of curriculum delivery policies, curriculum maps,
implementation plans, syndicate overviews, specific unit plans, teacher concept planning books

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and comprehensive assessment and evaluation procedures. Over 2014, the school continued to
refine and implement its curriculum delivery using a Concept Based Inquiry approach through
curriculum mapping. Our belief is that this approach is beneficial both in terms of children’s
learning, and in meeting key themes and competencies that are important components of the
National Curriculum.
Information on Curriculum and Student Achievement
Curriculum and student information is provided to the Board and school community in a variety
of ways including this Annual Report. These include monthly classroom highlights reports, the
Principal’s monthly Board reports, a schedule of reporting assessment outcomes to the Board,
formal and informal parent-teacher interviews which may also involve students, parent
information meetings, whanau hui, curriculum team leaders meeting trustees, written pupil
reports, nationally normed Progress and Achievement Testing (PAT) and STAR (spelling), e-
asTTle writing and reading, School Entry testing, school wide running record analysis, overall
teacher judgements linked to national standards, and curriculum team self review reports.
The programme of providing student performance data to the Board of Trustees throughout the
year is formalised by a reporting schedule document. The use of ICT software programmes
enhances information capability, data analysis for the current year and in providing historical
data to help inform future strategic planning.
The data provided below is a resumé of the much more
detailed analysis provided to staff and the Board of Trustees
over 2014. Overviews of assessment data and student
achievement targets relating to National Standards were
also shared with the community through newsletters which
gave a snapshot of the wide range of data that was gathered.
Some of this data has informed staff and trustees in the
setting of numeracy and literacy targets for improving
student achievement in 2015. These targets and the
variance reports that inform them form part of the Charter
and Strategic Planning and Reporting structure.
Haere mai ki Pukekohe Hill

Report on School Improvement Targets for 2014: Analysis of Variance.
A feature of this 2014 Annual Report is the continuing analysis of variance as part of reporting
on student achievement. This is also part of Ministry of Education strategy to improve overall
achievement levels and reduce any systemic under-achievement. The linchpin of this strategy
is seen as the strengthening of family and community engagement in education and an
enhanced emphasis on the quality of teaching and learning programmes. The success of this
strategy at a national and local level requires adequate funding and resourcing, commitment by
all stakeholders, and importantly, a range of supporting social and economic policies.
The Planning and Reporting legislation is a key lever in making this strategy work, and has
been incorporated into the Charter, Strategic Plan and Action Plans of Pukekohe Hill School.
In keeping with the nation wide focus on literacy and numeracy, Hill School chose school wide
and key group targets in reading and writing in relation to National Standards as well as overall
teacher judgements in mathematics.
These targets were discussed at staff professional development and syndicate meetings, refined
by the school’s Leadership Team, outlined to and confirmed by the Board of Trustees and
notified to the community. The targets were also part of professional development emphases
and the school’s curriculum planning.
The targets can be seen as arising from the school’s extensive self review processes which
reflect on the operations of the school through review of each NAG area.
Curriculum Targets and Outcomes in literacy and mathematics were developed for the 2014
year and included:
 Baseline Data – The situation in 2013 and what informs us
 Targets Set for 2014
 Actual Outcomes for 2014
 Variance data
 So What? Barriers and Quality Action required
 National standards data documents

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Self Review
The school has well developed self review processes which have been refined over time. The Curriculum
Team and Board self review report system was continued in 2014. These reports prepared by Curriculum
Team leaders, Board members with portfolio and committee responsibilities, and the Principal, identify
achievements and make recommendations for the following year. A recent initiative continued in 2014 was
for Fixed Term Unit holders with specific curriculum and leadership responsibilities to also provide a self
review report as part of reflective practice. Self review reports are useful and practical documents which
track progress and encourage change and growth. They are part of a school wide self review process, and fit
well into informing the development of Action Plans and Strategic Planning.
Specific Programme and Curriculum Delivery
The Board and staff recognise the value of promoting whole school activities, involving outside personnel in
programmes, giving cultural opportunities and providing programme “highlights” for our pupils which focus
on specific curriculum and cross curricula areas.
Sporting Events: Throughout 2014 the school was able to celebrate a wide range of sporting events
delivered through the Franklin School’s programme of School, Group and Zone Championships.
The PE and Health Team and Syndicates also have an active approach to in-school opportunities including
external facilitators representing major sporting codes, professional swimming tutors, participation in
specific field days, a 3 year contract with Project Energise, and the ongoing resourcing of sporting
equipment.
Highlights in 2014 included results and events such as:
Rugby: Over the year, rugby teams coached and managed by caretaker Luke Hindt and Rick de Kock
entered a Counties Manukau tournament with one team winning their grade, a team travelled to Devonport
and performed well at a Barbarians tournament, and sports teachers organised an exciting inter class Touch
tournament with our 3 teams gaining 2nd
, 3rd
and 4th
places in their grades in the Franklin tournament.
Cross Country: Well organised school cross country programme with students gaining 9 top 10 placings
at Group level and representing Hill at the Franklin championships where 4 runners gained top 10 placings
and were part of the Central Group team which won 3 of the 4 age group team competitions and came 2nd
in
the remaining team section.
Orienteering programme for senior classes and teams placed
well in Franklin champs with 2 individual students in the top 10
and a 2nd
placed team.
The cricket team
reclaimed the cricket
trophy which they had
held for the last 4
years consecutively in
their annual match
with Patumahoe until
being narrowly beaten
in 2013. The team also
won a Counties Manukau tournament. In 2014, 7 players were part
of Counties Manukau rep teams.
Hockey teams competed in Franklin tournament with 3 of the 6
teams placed 4th
and 5th in their grades, and several students
achieving Counties Manukau representation. The school has
entered into a 3 year Counties Manukau Small Sticks contract for
hockey skills training with students and some staff professional
development.
Team enters Franklin Triathlon event, and individuals compete in
Sanitarium events in Hamilton and Auckland.
A team of 14 swimmers represented the school at Group Day, and 4

qualified for the Franklin swimming champs, gaining several 2nd
and 3rd
places in finals.
In the Cultural Festival Ki o Rahi sporting event, our 2 teams both won 1st
place in their sections.
In Netball, 6 teams entered a Franklin championship, with a range of results, and in Soccer, 6 teams
competed with two teams placed 2nd
in their grades.
Excellent results in Franklin padder tennis with boy’s pairs taking
out 1st
, 2nd
and 3rd
places in Franklin Champs, and a girls team in 3rd
place in the finals.
In athletics, a squad of 54 students qualified from school
championships for Group events. At Group day, the team gained 30
1st
-3rd
places in finals events. A team of 16 qualified for Franklin
champs and gained an impressive 26 1st
-3rd
places in finals against
the best athletes in our region. Our Junior and Middle syndicates ran
their own athletics events with both competitive and fun activities.
An initiative continued in 2014 was a PALs programme introduced by Counties Manukau Sports coaches
aimed at both developing student sports leaders and also recognises that children are growing up with fewer
skills developed by casual play at home and changing patterns of play where indoor living and IT based
activities dominate. A linked initiative was our involvement in Project Energise which has both a healthy
eating and activity focus. This included regular newsletter nutritional spots, fitness testing and retesting that
showed significant progress for many students
Jump Jam was a popular activity during 2014, with an enthusiastic Health Promoting team leading sessions
before school on the wooden stage with students, staff and parents participating and teachers Julie Brook
and Natalie Scott, led Jump Jam programme at lunchtimes and 2 teams were chosen to take part in a
Franklin tournament at Waiau Pa.
In gymnastics, our team entered the Franklin championship and squad members won or were placed in all
apparatus and floor competitions.
A lunchtime walking group led by Shirley Smart for students and staff linked to our Health Promoting
school programme was popular. Hill holds the Gold Award for TravelWise activities.
The Health Promoting team led by Mrs Smart also ran several mini wheels
days during the year, cycle safety events with Auckland Council staff, and
keeping active by riding cycles and scooters to school was promoted. A
visit by Big Foot cycle adventures was popular with senior students.
Hill provides the venue and provides support for the Hill Netball Club,
and a training and match venue for the Pukekohe Metro cricket club on
our shared artificial wicket.
Kiwisport funding provided coaching for Year1-4 students at our school pool from Daniel Fulton Swim
School, including senior students going to Patumahoe for coaching.
EOTC and Cultural Opportunities: There were a number of educational opportunities provided outside
the classroom (EOTC). These form part of the general curriculum of the school, giving a focus or highlight
to a particular topic or theme, usually related to our Concept Inquiry Learning. Included are cultural,
musical, visual art, camping, safety, dance, and charitable events. The organisation and planning of staff is
Learning to swim starts at Hll

especially appreciated as is the support of parents and friends of the school who accompany students and
support this aspect of teaching and learning. The details of these events are usually noted and celebrated
through newsletters, classroom highlights reports to the board and classroom displays.
In 2014, EOTC highlights included:
A senior camp for Year 5 and 6 students at Port Waikato.
An overnight camping experience for Year 3-4’s.
Participation by our kapa haka group in a Multi Cultural festival
as part of our Te Huarahi commitment.
Whole school technology challenges led by Joshua McDonald
each term linked to inquiry concepts and organised in either
syndicate or whanau groupings.
Numerous educational visits usually at a syndicate level to
complement term inquiry concepts.
Weekly and other lunchtime opportunities for students including
jump jam, walking group, library certificate group, ICT middle and senior school groups, Education for
Sustainability team, Health Promoting School group, choir, kapa haka, Keeping Ourselves Safe(KOS)
programmes.
Children With Special Abilities: The school has a strong background of providing a range of activities to
cater for special ability groups of students. Children are identified and recommended by classroom teachers,
and a data base organisation is well established. Programmes for the Franklin Network of schools for
Children with Special Abilities from Years 1 – 8 are now run from Waiuku Primary.
The academic competitions organised by the Testing Centre attached to the University of New South Wales
are made available to groups of students in Mathematics, Science, English, Spelling, and Computer Studies.
Organised by Malcolm Laurence, highlights in 2014 included the English results with 2 Distinction, 13
Credit results, mathematics students gained 1 Distinction and 12 Credits. Spelling entrants gained 2
Distinction and 12 Credit results, and in computer studies it was pleasing to achieve 1 High Distinction, 1
Distinction and 3 Credit results from the 9 students who entered.
Other events and activities that catered for special ability groups included our Ambassadors attending a
Young Leaders day motivational seminar, an art workshop, and Malcolm Laurence taking a speech maker
group in preparation for school competition which saw Jessica Pressnell representing the school at the
Franklin championships.
Mathex: The Franklin Mathex competition is a popular event and is incorporated into our school maths
programme competition that leads to our 2 top class teams competing against other Franklin school teams.
At the 2014 competition with over 40 school teams, Hill had excellent results with one team gaining 3rd
place and the other 10th
.

Literacy Support: Improving literacy has always been a priority for NZ schools and has been highlighted
by broad government policy statements which schools then need to put into action. Over the 2014 year,
considerable time, human and financial resources have been focussed on literacy. In addition to regular
classroom programmes, support has been given through programmes delivered to special needs children by
support staff, and withdrawal programmes for children with English as their second language, including a
language experience programme which has been increased to two groups of junior students.
E.S.O.L (English Speakers of Other Languages) During each term, up to 35 children from a number of
ethnic backgrounds received assistance as students who do not have English as their first language.
The data below indicates the ethnicity of the 35 (27 at this time in 2013) students at Hill who met the
criteria for non- English Speaking background funding by the MOE at mid year.
South African: 3 Bangladeshi: 1 Fijian Indian: 3
Indian: 9 Tongan: 10 Russian: 1
Cook Is: 2 Chinese: 1 Filipino: 3 Samoan: 2
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, who also may be included in
programmes but they do not meet the criteria for any additional funding.
Special Needs: The school meets the challenges of providing support for children with special needs in both
class and withdrawal situations. There is a balance of in-class support and withdrawal groups. There
continues to be separate programmes with a language, mathematics or developmental emphasis being
provided for over 95 students by both teaching and support staff. The voluntary initiative we had taken
some years ago at Hill to transfer the teacher staffing component of ORS funded students to either Parkside
School or the Kelston School for the Deaf so that their specialist personnel could have a regular and specific
role in the learning needs and programmes of these students is now mandatory for all schools and we have
an excellent relationship with these specialist personnel and their employer schools.
Perceptual Motor Programme: Delivery of a Perceptual Motor Programme was continued in 2014 and is
enhanced by a purpose built and set up room. Ongoing support by the Board has been appreciated as is the
skill and commitment of PMP coordinator Kathy Moorhouse. PMP is now provided for all Y 1 classes, and
the programme delivery is sustained by the support of teaching staff and parent volunteers. PMP is well
established as an important component of learning delivery for junior students, although the need to use the
PMP room as a New Entrant classroom for part of the year meant that the programme was continued in the
Multi Purpose room.
Maori Language Week: Maori language week was celebrated and acknowledged in a number of ways
throughout the school. Teachers had a focus on te reo as part of the inquiry concept, including Maori Team
leader Jade Chamberlain arranging for Enrichment Class tamariki to visit classes, the Family newsletter
included information on the “Arohatia te reo” – cherish the language theme, use of te reo in the newsletter
itself and Maori proverbs. Classes were encouraged to use te kupu o te wiki as part of ongoing valuing of te
reo.
Cultural Festival: The school was well represented at the Cultural festival held at Intermediate. This event
has become part of our Te Huarahi calendar. Two sports teams performed well with both teams
winning first place in their section. Our kapa haka group led by Renata Monika and Jade Chamberlain
performed at the festival on the main stage. We were very proud of our tamariki and the pride, passion and
joy they showed.
Pasifika Group: A successful programme continued in 2014 was our Pasifika cultural group mentored by
senior students from Wesley College who led the 35 children involved. This was part of a wider goal of
better engaging our Pasifika community. The Wesley students, including their Head Girl Loata and
supported by Reverend Sylvia led our tamariki each week in preparation for an assembly concert. On the
day of the concert we had many Pasifika parents and whanau attend to help prepare the children in their

costumes and to support them at the concert. We intend that this become a regular feature in partnership
with Wesley.
Concept based Open Days/Evening and Hui were held for families. Maori families were specifically
targeted for some occasions including personal whanau letters, and a general invitation was given to all our
community. Events that had consultation and information components over the year included a Junior
Information evening, meet the teacher interviews at the beginning of year at and at mid year, and celebration
of learning performances. A whole school Open Evening attracted over 800 parents, students and whanau.
The key aims of these occasions were to inform families, encourage students to share their learning, and
enable staff to promote the learning that has occurred, especially with regard to concept inquiry, our
integrated curriculum, and how families could support children.
Te Huarahi: During 2014, an initiative begun in 2009 by Pukekohe High School to invite local schools to
form Te Huarahi, with the aim of getting schools and whanau working together, was very active, and a
team of 4-6 Hill parents and staff were regularly involved in Te Huarahi hui. The aim of Te Huarahi is
strongly linked to improving student achievement through closer and more productive partnerships both
between schools and with families and whanau. Over 2014, the focus was on achieving the goals and
kaupapa of the strategic plan pathway which has been shared with Hill Staff and families and is on display
in the school foyer.
Hill staff have had a particular interest in the Early Childhood goals and activities of the ECE sub-committee
of Te Huarahi. A Te Huarahi Trust has now been established to give a governance focus and to be stewards
of significant funding provided for at least a 3 year term by the JR McKenzie trust. The Principal is a
member and Treasurer of the Trust. During 2014 the Trust appointed Nikki Tarapa as its paid Kaitautoko to
promote and advance the goals of Te Huarahi.
Another focus was the continuation of the Maori Enrichment class for Year 5-6 tamariki first trialled in
2013. The concept and kaupapa of this class gained strong support from consultation with whanau. Mrs
Chamberlain was the teacher of this class and over 2014 support staff members Valerie Mave and Sylvia
Patu were appointed to provide assistance in te reo and tikanga Maori.
Te Huarahi Targets: A new section of our Strategic Plan includes reference to the targets of the Te
Huarahi Strategic Plan pathway that was developed by staff from local schools, other agencies and groups
and some community members.
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.
The challenge over 2014, and going forward for individual schools and their communities, is to make
progress towards meeting the aspirational targets that have been set.
Whanau Hui: As planning was underway with Te Huarahi, several whanau hui were also held at school.
There was strong support for these hui from a core of 5 – 8 staff, and the leadership and commitment of Jade
Chamberlain, Val Mave, Wendy Bates and Anne Boulton is commended. A variety of strategies were used
at the suggestion of those attending and at our own initiative, to promote participation in these whanau hui,
but attendance as a percentage of Maori families of the school continues to be low. In 2014, a management
he

unit to promote community liaison was continued by the Board for Anne Boulton and this is a successful
initiative.
Maori Enrichment Class for 2014: A Maori Enrichment class
was initiated in 2013 after whanau consultation, and continued in
2014. Teacher Jade Chamberlain and teacher aide Mrs Valerie
Mave led the class and later in the year Sylvia Patu took up the
support staff position and also led kapa haka groups.
The model for the Enrichment class is similar to those that have
been running successfully at Pukekohe Intermediate. The
Enrichment Class programme includes our school and national
curriculum but also has a particular focus on aspects of te reo, and
tikanga maori. All tamariki in this class were included in our kapa
haka group. In 2014 the Enrichment class also took a leadership role in promoting matariki and taking te reo
in junior classes.
Family Conferences and Reports: An impressive 85 % of junior class families attended a meet the teacher
evening early in Term 1, and 78% of families attended initial Family Conferences with Year 3-6 students in
Term 1 and 75% Year 0-6 families came to mid-year conferences with their children. The inclusion of
students at these opportunities has enhanced aspects such as next learning steps and sharing learning goals
with parents. There has been positive feedback on this approach. Parent Report documentation had some
modifications, and 2 written term reports were provided to families at mid-year and end of year.
Celebrating and emphasising the arts in action took
place in many ways, and included:
Hill choirs led by Wendy Bates and Liz Reid impressed in
a range of opportunities including at World Vision Kids for Kids, and at school assemblies.
The Hill kapa haka group continued in 2014 with tutors Renata Monika, Sylvia Patu, Jade Chamberlain,
Valerie Mave, and the Principal and performed in a number of different events and celebrations, with
particular highlights including performing so well at the cultural festival and performing at whanau hui,
matariki, and assemblies.
A keen weekly ukulele group practice enthusiastically with Mrs Reid.
Talent contests and discos run by student Ambassadors and several other student groups.
Students learn keyboard, guitar and drums with tutors at school with
students achieving well in exams.
Senior school speech competition and entry to Franklin championship.
Pasifika group led by Wesley College students perform at concert after
a term’s training.
French language lessons
after school led by a Hill
parent.
Lunch with the Principal: This initiative was begun in 2013
and continued in 2014. Led by Mrs Smart and her student
Celebrating
Matariki
led by our
Enrichment
class
Celebrating achievement at lunch with the Principal

Health Promoting team. The aim is to celebrate excellent attitudes and achievement by our students by
inviting a student from each class to join the Principal for lunch. This event was held each term, noted in
Family Newsletters, and certificates were presented at school assemblies to celebrate these students and
promote personal achievement with all our students.
An ICT Club model has proved a popular and useful initiative for both the individual students involved and
the skills they have brought to classroom use of ICT and related equipment and the role these students have
had at using data projectors, overhead projectors, sound systems and laptops for occasions such as syndicate
and school assemblies, public functions, concerts and prizegiving events. In 2014, two separate clubs
operated for Year 4 students in addition to the Year 5/6 group. The role of teachers Heather Murray and
Rick de Kock in leading these clubs is much appreciated.
Leadership by Students: Students show leadership in many ways both informally with their peers and
more formally in groups and activities. These include our: Ambassadors, student ICT and AV team,
Environment for Sustainability group, Health Promoting team, Travelwise group, kapa haka leaders, house
leaders in sports, students running events such as miniwheels, arranging talent contests, whanau technology
challenges, and over 100 students who show leadership as monitors in
such areas as road patrol, lunches and wet day supervision in classes,
office reception, and sports shed.
Making a Difference: Our Vision Statement has a focus on “making a
difference”, and this is related to social action. Events such as fundraising
for Daffodil Day, World Vision and the local Seasons programme hosted
at Hill were examples of staff, student and community events.
Virtues: After initial consultation with the community, to identify key
and commonly held virtues, the Virtues programme was first introduced
as an informal part of classroom teaching and management and promoted
to the community through newsletters. The Virtues programme has continued with some refinements and is
now a core part of defining what we value at Hill School. Feedback from staff and the community has been
both supportive and positive. In 2014 the Concept based inquiry approach is in operation across the school,
and the decision to incorporate relevant virtues with each inquiry concept focus is a key component of Hill
being a virtues driven school, with strong links to the values and key competencies which are now part of
the New Zealand curriculum.
Concept Based Learning: Over 2014, a Concept Based Integrated Curriculum Inquiry approach to learning
continued to be our key way of delivering the curriculum. This approach to curriculum design and teaching
has a very clear “fit” with the intent and direction of recent changes to the New Zealand Curriculum. The
roles of Assistant Principals Wendy Bates and Malcolm Laurence, with the support of Syndicate leaders are
key drivers for success and development in conjunction with
overall staff contributions at Curriculum team and individual
level.
Promoting the skills of being great learners

Community Partnership and Involvement: A feature of Hill School is the high level of community
partnership and community involvement that can be identified throughout this report and is often highlighted
through monthly reports to the Board and weekly newsletters. It is also worthwhile to note the link between
this section of the Annual Report and our School Vision Statement in terms of the social action aspect of
“making a difference”. Some examples are noted below:
Our School Picnic attracted an estimated 1000 students and whanau and in this relaxed evening setting,
there was very positive feedback. A focus for staff was to see this as an opportunity for kanohi ki te kanohi
with whanau.
Daffodil Day, World Vision, Cultural Mufti day, Lest we Forget WW1 assembly, Book Week, were all
2014 events often with a fundraising focus for external causes, and linked to our virtues or concept inquiry
themes.
Prizegiving Celebrations: Partly because of our size, and our aim to celebrate children throughout the
school, there are 3 separate prizegiving celebration events at the end of year.
Each event has developed its own style and flavour, and the community support given is excellent. The wide
range of academic, cultural, sporting and relational awards, trophies and certificates also partly reflects the
history of Hill School since 1952, and those areas of curricula, extra curricula and attitudinal virtues that our
community considers to be important.
NAG 2: DOCUMENTATION AND REVIEW
Charter and Strategic Planning: The school has extensively added to and made major structural changes
to its range of Charter and Strategic Planning documents which are reported annually to the Ministry of
Education. The Charter was updated for 2014 – 2016 and includes specific sections on curriculum, student
achievement, review processes, personnel, property and finance, health and safety, community partnership
and relevant action plans
Policy Review: The Board has developed a robust and systematic policy review process
The policy review process includes:
 An invitation to the school community to participate.
 Policies made available at the school foyer counter.
 Invitation for staff to contribute, especially where they have responsibility roles.
 Leadership Team review of some policies.
 Policies and amendments brought to the Board for consideration, further amendment and adoption.
 Amended policies inserted as Nag related “sets” on completion of review process into Trustee
Manuals, staffroom and community policy booklets.
 Other than the paper copies noted above, all policies are accessible through the Teacher
Shared/Administration/Policies section of the school intranet.
Review Schedule: The Policy Booklet is organised into the 6 National Administration Guidelines and
there is a three year review process covering the 75 policies.
National Administration Guidelines: Review Date
Nag 5 Health and Safety 2014
Nag 6 Administration 2014
Nag 1 Curriculum and Student Achievement 2015
Nag 2 Documentation and Self Review 2015
Nag 3 Employer Responsibilities 2016
Nag 4 Financial and Property Management 2016
School Bylaws 2016
Linkage to Strategic Plan:
The policy review is noted in the Strategic Plan under section 2.11.

NAG 3: PERSONNEL
The continued effectiveness of school programmes, management and administration, depends heavily on the
expertise and commitment of the personnel working in and for the school.
The Board and Leadership team have continued to develop and implement personnel policies which promote
high levels of staff performance, use educational resources effectively and recognise the needs of students.
The Board also takes a positive role as a good employer and acknowledges in its operations the conditions
contained in collective and individual employment contracts for both teaching and non-teaching staff.
Board of Trustees:
In 2014, following national elections in 2013, the Board was: Greg Saunders (Chairperson) Andrew
Morgan, Amy Nicholson, Rob Davis, Julie Brook, Nigel De Maine and Graeme Rix.
Trustees have additional committee and portfolio roles, and members have an extensive Board Manual that
has been prepared to assist trustees in their role. During 2014, the Board reviewed its committee and
portfolio job descriptions as part of its self review process.
Chaplaincy Service: An initiative approved by the Board several years ago, and continued in 2014 was the
role of the school’s chaplain. In 2014 our chaplain was Tarni Witter.
This service for students and staff is arranged through the Churches Education Commission.
Staffing Costs: The costs of relieving personnel to release staff when required, as well as course and travel
costs, are met primarily against Staffing Entitlements provided by MOE, and secondly through specific
operating grant budget areas. It is also appreciated that a number of staff attended professional development
programmes in their own time.
At a total cost of over $195 000 ($180 000 in 2013) these staffing costs, which do not include base staff
salaries and wages, are a significant investment in providing professional development, release, and support
across the school.
Leadership and Management Units: The Board has a comprehensive Unit Allocation policy statement on
Units which aims to provide a transparent and fair process regarding unit focus areas and allocation.
At Hill School, units have been incorporated into the curriculum focus and needs identified through the
Strategic Plan, as well as those committed to permanent management and leadership appointments.
Professional Development: A Staff Development plan was established and policies are in place which
enhance the plan’s delivery. The Action Plans and Strategic Plan have considerable impact on human
resource development as do the Performance Management Systems in place.
The overall level of Human Resource Development and its outcomes can be seen as an indication of the
Board’s commitment to promote and fund staff development, curriculum and professional training
opportunities.
Human Resource Development in the form of staff training, curriculum and professional development is an
important component in meeting both the performance management aspect of NAG 3 and the ongoing
programme of self-review of NAG 2.
By providing developmental opportunities, the Board acknowledges the importance of life long learning for
all those employed within the school and the impact of professional development in providing and
promoting quality educational outcomes.
Four separate but linked Annual Section plans (Pp 10-18) of the Strategic Plan underpinned the professional
development pathway for the school and its staff in conjunction with the Performance Management systems
of the school. These Annual Sections; Community, Life Long Learners, Committed to Achieving Our Best,
Making a Difference outline the key areas of professional development and learning which are linked in turn
to aspects of student achievement and our annual achievement targets.
Professional development is delivered through 3 distinct focus areas:
a. School wide whole staff professional learning
b. Syndicate and Team
c. Individual Development

ICT Development:
ICT development has continued in a range of ways: identified staff members attending conferences, a focus
on support with software and new devices by ICT Team leaders and colleagues, and voluntary workshops.
The leadership and mentoring roles of Heather Murray, Josh McDonald and Rick de Kock have been valued
as has been the strong level of sharing and collaborating by staff across the school.
Syndicates have an important role in professional development. Each team – Y0-2, Y3-4, and Y5-6, follows
the process for planning their own team/syndicate meeting PD emphases and topics and the documents for
this are included in the term Concept booklet.
Besides regular Concept Based content, there has been sharing of good practice in literacy, aspects of the
assessment and leadership development with a focus on writing, easTTle technical development and
moderation, sharing of assessment data analysis and recommendations for improvement, professional
reading and best practice in classroom programmes.
Individual Development and Performance Management Systems: The Performance Management
System has been refined so that there is an increased focus on individual development goals as well as
attestation requirements. This has been a very successful way of approaching Performance Management
with teachers also benefitting from the opportunity to work on development goals with identified buddies.
The Teacher’s Council criteria have been incorporated.
CWSN/ESOL Employment:
The school has maintained within its funding levels, strong support for
CWSN and ESOL pupils. Over 10 specific programmes have been
provided during 2014 involving 12 support staff and the SENCO.
Specific ESOL support programmes have continued and general special
needs support has been delivered over the year. There has been in-class
support provided for classes and feedback from teachers and teacher aides
has been positive. Data about the effectiveness of interventions also
reflects the success of this approach. Tracking of support sheets have
helped inform identified needs meetings which typically have included SENCO, APs, and RTLBs. For some
years we have transferred the teacher components provided for ORS students to Parkside School and
Kelston School for the Deaf who then provided the equivalent staffing support. Changes to funding and
staffing from the MOE now makes this transfer mechanism mandatory for ORS students. Through our
staffing organisation, the Board has supported the role of SENCO Anne Boulton who is employed for 3 days
per week with the intention to increase this to 4 days in 2015 to recognise increasing work load an numbers.
There has been considerable support from RTLB’s, speech language therapists, and other Special Education
personnel employed by the Ministry of Education. Service delivery has generally been both timely and
assistive. It is noted that the RTLB transformation process is generally seen as a positive influence on
service delivery, and this is in part due to the effectiveness of the Nga Hau e Wha cluster managed by Julie
Fox and the strong relationships we have with the cluster through our Senco Anne Boulton. A continuing
concern over 2014 is the extreme difficulty for children to be approved for ORS funding and the difficulty
Technology of the present at our learning hub Technology of the past

in accessing additional funding or external staffing support for special needs students in general. Although
MOE staffing level entitlements put pressure on our staffing organisation, it is planned to increase the 0.60
SENCO employment to 0.80 FTTE to meet the needs of special needs students and support staff
organisation in 2015.
Health and Safety: Through 2014 a number of staff have
undertaken either the intensive two day St Johns Workplace
First Aid Course or the one day Refresher course. A total of 11
staff now have this qualification. A Workplace Health and
Safety committee led by trustee Nigel De Maine, has continued
to meet on a termly basis, and has been reasonably active with
membership including Board and staff representation which is
a helpful combination. A hazard data base has been reviewed
and updated by the Health and Safety Committee several times
during the year and advised to staff by the Principal and
additions invited.
NAG 4: FINANCE AND PROPERTY
Legislation on property and financial management gives responsibility for boards to allocate funding to
reflect the school’s priorities. Through the Operating Grant, school fees, trading opportunities, private and
business donations, additional funding negotiated through the Ministry of Education and funds made
available by the PTA, the Board of Trustees looks to maintain and develop the resource base of the school
by providing new physical resources, and by managing, repairing and upgrading existing resources. In 2014,
there was consolidation and expansion of the significant resource base of the school.
Kiwi Sport Funding: A requirement of Annual Reports is to note expenditure on Kiwi Sport funding that is
identified through our Operational Grant. In 2014, the school received $7826.00 which was mainly spent on
employing swimming tutors from Fulton School of Swimming.
Resource Manager: The Resource room is effectively managed by Madhu Hari. The central resource room
is an important facility in terms of access to resources, processing of new resources and repairs to existing
items.
ICT Technical Support: The role of Mrs Heather Murray in ensuring regular maintenance and technical
improvements is much appreciated. In 2014, Ed Tech Limited has provided IT maintenance to support the
substantial investment in Classroom Manager, networks and general ICT infrastructure.
ICT and Audio Visual Upgrades and Development: Information technology continues to be a major
financial commitment for the Board of Trustees. The annual accounts indicate over $116 000 was expended
through Board and PTA funding across all ICT areas. Specific expenditure in 2014 included ICT Hardware
of over $45 000, Board SNUP contribution of $8 800, infrastructure cloud based upgrade of $31 860, and
ICT Technical support of $17 870.
Tela laptops were replaced as leases were renewed, and a variety of software was purchased. A number of
laptops were provided for special needs student use and a class space set up for use by students and their
support staff. Purchase continued of ipads, and data projectors, In 2014 all classes had the use of data
projectors and powered speakers or large screen televisions linked to laptops. A Learning Hub of 12
computers is set up in the large foyer between Rooms 20/21 and 15/16. This is a welcome addition to our
infrastructure as is the learning area adjacent to Room 18. By 2014 a major SNUP (School Network
upgrade) was completed as a shared MOE and Board cost and UFB ( Ultra Fast Broadband) connection was
installed giving fibre to the gate capacity. In 2014, a whole school wireless capacity project was undertaken
Let’s keep them safe out there!

as an addition to the earlier SNUP upgrade, and a cloud based SMS (Edge – Musac) system was also
introduced.
Resource Room: Over the years, the Resource Room has had 3 significant building extensions to cater for
the demands of a growing school and a very comprehensive resource base. Staff are able to use a scanning
system and computer data base programme for borrowing and searching. The Resource Room includes a
work area for teachers, a teaching area for small groups and placement of additional copying facilities. Our
Resource room is of high quality, and attracts very positive comment from visiting teachers.
Five Year Property Plan: The Board employs consultant David Bowes of Consultus Ltd to arrange, co-
ordinate and project manage the property programme of the school contained within its 10 Year Plan and 5
Year Agreement with the MOE in conjunction with the Board and its Property Committee. In 2013, a new
Property Agreement was prepared and submitted to the MOE but by year’s end approval had still not been
received and as a consequence a major re-roofing project of the Sizemore block that also involved structural
changes to Rooms 16 and 17 had to be negotiated separately with the MOE to release funding and ensure
work could begin in 2014. It was of real concern that the 10 Year Plan was not approved until late in 2014
which has had the effect of holding back the implementation of the Property Plan.
Physical Resources: Considerable expenditure was
committed to improve and develop the physical resources
available to enhance teaching and learning and the
management of the school. This development was across all
curriculum areas. Information Technology infrastructure
development over 2014 as outlined elsewhere in this report,
continues to be an important priority in terms of financial
expenditure.
Financial Management
Payroll: Teaching Staff and Support Staff continued to be paid, not paid, over paid and under paid during
2014 as the ongoing failure of Novopay affected staff. Novopay has been a major blunder and of real
concern to Boards as the employer of staff. Over 2014, there was some improvement in delivery but by the
end of year there were still longstanding errors, and the time taken by the Executive Officer has meant a
significant extra cost to the Board in hours worked, greatly increased stress levels for those involved in
payroll matters, and some reduction in the effectiveness of our overall financial management. My thanks go
to Vicky Keary and her commitment to our staff in resolving many of these payroll errors caused by
Novopay. My thanks also to all those staff who have continued to endure the implications of these errors, as
in some workplaces industrial action could have been expected and understood. During 2014, it was
announced that the Ministry would “take over” the running of Novopay to a significant extent, and
assurances were given that the system would improve in 2015.
Audit Report: It was pleasing that an Unqualified Audit opinion was received for the 2014 year, especially
as there was extra work required because of the inaccuracy of the Novopay system as noted above. A
financial support contract with Ed Tech has assisted the Executive Officer and the audit process over 2014.
PTA Donations: During 2014, the PTA was generous in donating
over $13 800 and raising over $11 700 net, with a healthy closing
balance of over $17 600. These donations were used for: supporting
school trips and related bus hire costs, assisting students to attend
camps and trips, prize givings, and resource development. The
overall contribution of the PTA with the support of the school
community was a real credit to the 2014 PTA Committee.
Sausage sizzles are a popular fundraiser

School Donations: There was a positive and regular approach to school donations, and the conservatively
set budgeted income of $16 000 was exceeded with income of over $21 800 ($16 000 received in 2013), in
what was a difficult year financially for many families. There continues to be an awareness that school
donation levels are well short of their maximum potential if all families were to contribute, and the donation
levels set have not been increased for a number of years.
Sponsorship, Grants and Other Income: In 2014, sponsorship, grants and other income included: $2 841
from Postie Plus, and $507 from Photolife. Newsletters were supported by the Pukekohe Professionals, and
there was ongoing support from Pukekohe McDonalds, Pukekohe Nandos, Bayleys Real Estate, Pukekohe
VTNZ, Lions and Rotary Clubs.
NAG 5: HEALTH AND SAFETY
First Aid: A staff data base is in place to identify the type, level and date of previous training. In 2014, a
number of staff undertook St Johns Workplace First Aid refresher courses. At year’s end, a total of 11 staff
held this First Aid qualification.
Health Centre: There is a range of documentation and advice on care of general injuries and the care
required for specific children. During the year, time was taken with staff to review procedures including
significant incidents, including severe allergies. In 2014, the health and medical conditions and treatment
sections data base held at the Health Centre was reviewed and updated.
Health and Safety Committee: The Health and Safety committee comprises both staff and board members
and was active in 2014, with a particular focus on hazard identification. There is a close relationship with the
Property Committee which is helpful.
Contacting School: As part of our “let’s keep them safe” approach, different ways of contacting the school
were promoted in 2014 to complement the work of the school’s attendance officer. This promotion included:
Contacting the school by note or phone, using an answer phone facility, texting school on a dedicated cell
phone for this purpose, or e.mailing options. The school website also has a function for reporting absences.
In 2014 an electronic attendance system for teachers was in use in class and although the need for paper
copies still arises, this system is working satisfactorily.
Emergency Response Action Booklet: This booklet has been developed from the original NZSTA
sponsored programme and was completely reviewed and updated over 2014. This document has particular
importance in the event of a civil defence or similar emergency.
Pupils in Positive Playgrounds (PIPPS) This playground safety and monitoring programme is well
established and reasonably effective. Despite the strong roll increase over this time, the statistics that are
kept indicate a clear trending down of “Consequence Book” entries by duty teachers for inappropriate
Encouraging
risk taking
can promote
making safe
decisions

student behaviour. Strong links are made with the school wide Virtues programme and seen as promoting
reduction in consequence book entries.
Health Promoting School Programme: Led by Mrs Smart, the student Health Promoting Team was active
in 2014. An initiative continued in 2014 was the HPS team’s organisation of “Lunch with the Principal”
each term which celebrated high achieving and accelerated progress by a student from each class. Another
highlight was the Master Chef competition that saw many weeks of delicious and healthy meals being
prepared in front of a panel of judges who were impressed with our chef’s culinary expertise.
The HPS team prepared food for a number of school events and helped promote healthy eating options.
TravelWise in
2014: Led by Mrs
Smart our
TravelWise student
team had a
successful year,
with events such as
Mini Wheels,
Auckland transport
Big Foot cycle
safety lessons,
speed walking competition, attendance at a student workshop, assembly powerpoints on safe travelling, all
being part of TravelWise in 2014. In addition, staff were also involved through TravelWise with Auckland
Transport to promote the TravelWise message.
NAG 6: ADMINISTRATION
The National Education Goals and National Administration Guidelines allow for a range of self management
as well as providing the framework for centralised control by the Minister of Education through the Ministry
of Education, the Education Review Office and a raft of regulatory legislation.
Within this framework there is room for innovation as well as challenges, as the board and staff deliver
teaching and learning programmes and strategically plan future directions for Hill School.
Roll Growth:
The School’s roll level continues to be a powerful dynamic which has wide reaching implications for school
strategic development and operational planning. Some statistics including historical trends relating to roll
growth and pupil profiles are noted below.
Total Enrolments July 1 Roll December Roll
2014
2012
2010
2008
201
202
135
192
620
571
614
574
670
617
641
616
2006 179 530 581
2004 176 541 587
2002 156 525 556
2000 188 524 562

ACKNOWLEDGEMENTS
Through reading these reports you will appreciate that our school continues to be an active, challenging, and
stimulating environment.
It is a pleasure to acknowledge the contribution of so many people and groups who enhance the life of the
school and help to give Hill a special character.
The commitment of teaching and support staff is an essential ingredient for achieving learning outcomes and
ensuring that the school’s new Vision Statement becomes a living reality. The professional skills and
willingness to change by staff is to be commended, as is the curriculum leadership of Wendy Bates, and
Malcolm Laurence, supported by the Leadership team.
The last Education Review of the school by the ERO team resulted in a very positive report that indicated
the strength of school and Board leadership, organisation, administration, financial management, and most
importantly the learning opportunities and commitment to student progress and achievement that the ERO
team found evident through its review process. A particular feature of this ERO review outcome was that the
school was advised that the next review would be in 4-5 years, rather than the usual 3 yearly visit. This top
commendation is only given to about 12% of New Zealand schools and is a significant recognition of the
educational strengths and opportunities for student learning at Hill School.
Our aim in 2014 was to build on our strengths to deliver inclusive, broad and rich learning opportunities for
students.
The involvement of parents, caregivers and friends of the school is an important element in promoting
school goals and providing opportunities for children which enrich their learning experiences.
The support of the PTA is much appreciated, especially their support financially for both school curriculum
programmes and physical resources.
The role of the school’s Leadership Team in partnership with the Board and staff is crucial to the
development of the school. My thanks to the team of Wendy Bates, Malcolm Laurence, Shirley Smart,
Joshua McDonald, Lorraine Watson, and Anne Boulton.
Thanks to the Board for their on-going support for growth in physical and property resources, and their
support for developments in teaching and learning opportunities which have characterised Hill School
Boards. Trustees make a positive contribution to governance in the school and have been ably supported
through contributions around student achievement by Assistant Principals Wendy Bates and Malcolm
Laurence, the finance input of Executive Officer Vicky Keary and the recording skills of Minute Secretary
Valerie Tjoelker. The Board in 2014 was Greg Saunders (Chairperson) Amy Nicholson, Julie Brook,
Andrew Morgan, Rob Davis, Graeme Rix and Nigel De Maine.
The positive support of the Board throughout 2014 was appreciated as it contributes to the governance of the
school and helps to provide the conditions for effective management by the professional staff. Hill School
continues to be fortunate in having Boards which are not only committed to achieving goals but recognise
and value the strength of working harmoniously in
partnership with staff and the community.
It’s appropriate to acknowledge and celebrate the
children of our school. Each year as we farewell our
Year 6 students and celebrate with all our classes at
prizegivings, it is a time to reflect on the enthusiasm
for learning, strong virtues shown, and positive
attitudes, of so many of our students which bring credit
to themselves, their families and their teachers.
Graeme Rix
Principal
M.Ed Admin, BA, Dip Tchng
Our 2014 Ambassadors hope you
enjoyed reading these Annual
reports....

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