Grounds Development:
i.
Wetland and Native Area
The Wellington City
Council has generously agreed to provide the plants and mulch for our Wetlands
area and for the development of a native area within the school grounds. The
plants will be available late June. It was noted that children are loving
finding out what is living in the (currently very muddy) pond and it is leading
to many conversations. The Board expressed its appreciation for the Council’s
generous contribution which is valued at over $5000.
ii.
Senior Adventure Playground
The Board approved
expenditure for Phase 1 and 2 of a plan to develop a senior Adventure
Playground. Landscape architects will consult with students and put a
preliminary design together which will be presented to the Board for comment
and approval. Continuing through the next 3 phases will be considered at that
time. The playground is likely to cost in excess of $100,000. Funding grants
will be sought once a plan has been priced and approved.
iii.
Working Bee – 27 June, 1-5pm.
It was agreed that a
working bee (our first school working bee) will be held to plant the wetlands
and the native area. The council will provide equipment such as 100 spades to assist
this. We will need to plant close to 400 plants, so while students will help in
the ways that they can, we will need lots of parent help – many hands make
light work.
Caretaking: After more than two years without a
caretaker, Lesley presented an analysis of four options for acquiring a full
caretaking service. This has become necessary because of the increasing amount
of time “property” is taking and the impact it is having on Gail and Lesley’s
time. In line with the Board’s purpose of minimising this impact, Board members
felt a managed solution was the one preferred by the Board. Further exploration
of this option will be carried out.
Schoolgen: The Board noted that 16 solar panels
will be installed on the Koru Hub roof in term 2. As well as savings in
electricity, the deal with Schoolgen includes a 25% saving on gas through
Genesis – which is a significant component of the school’s energy usage.
Fibre: The Board discussed concerns with the
underperformance of the school’s wireless network now that fibre had been
brought into the school. Rather than increasing speed of access, it has reduced
it. This is causing much frustration for teachers and students. While this is
being investigated further, the Board agreed to purchase new wireless hardware
if no other solution can be found.
Recapitation: A new recapitation application was
submitted to the Ministry. Lesley was thanked for her efforts in revising last
year’s application and getting it in on time in such a short timeframe. The
Board agreed to carry out the following actions while the application was being
considered by the Ministry.
i.
Meet with Raroa and Newlands in a relationship
building exchange and working through the issues related to recapitation.
ii.
Open a whole network discussion about
recapitation with the Northern Suburbs Principals’ Cluster.
iii.
Meet other year 1 – 6 schools to
ascertain their likelihood to seek recapitation in the future
iv.
Seek advice about the 2009 consultation
and whether it meets legal expectations for consultation
v.
Request documentation for the
Ministry’s stance that there has to be whole network agreement to a change in
classification
vi.
Meet with Murray (Regional Ministry
Manager) and discuss the application
Investing in
Educational Success: The Board discussed the government’s $359 million
strategy of creating geographical clusters of schools with an executive principal
and an expert teacher. Concerns included:
i.
The efficacy of a group of disparate schools
with widely differing educational approaches being led by one executive
principal who has a particular set of beliefs and approaches.
ii.
The requirement on schools to be involved and the time it will take up for, perhaps, little or no return
iii.
The impact on a school if the school’s principal
is out for two days per week as executive principal.
iv.
The impact on a class of students if an “expert”
teacher is working in other schools two days a week
v.
Special needs is a hugely underfunded area and many
students with high needs are not qualifying for any funding support. Perhaps
there are better ways to spend this money.
vi.
The lack of clarity around vision and purpose –
just what is this initiative intended to achieve
However, the Board also recognised that this model could
work if like- minded schools were able to link – even across the country - to
achieve goals and outcomes for which they had a shared vision.
Review of enrolment
scheme: Boards are required to review their enrolment scheme annually. It
was agreed to not seek any change at this point in time and continue with the
school’s current zoning.
Governance Development
Plan: The Board accepted a governance development plan for 2014 which is focused on expanding the Board’s understanding of its role, particularly as it
relates to 21st century governance. The Board will review its Code
of Conduct and meeting protocols as part of this and meet with other Boards of
Trustees to explore.
School Charter: The
Board received documentation from the Ministry acknowledging receipt of the
school’s charter for 2014 and expressing appreciation for the work that has
gone into it. The Ministry also recognised Amesbury School as a high performing
schools that would not require close monitoring.
Annual Financial
Reports: The draft Annual Financial Reports were approved by the Board to
go to the Auditor. The school’s financial advisor commented, “the school is
operating in a sustainable manner. It not only stayed within budget but performed
better than budgeted….The only possible financial risk for the school is if its
roll does not increase over the next few years. Currently it has good working
capital, but caution may be required going forward.”
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